TY - JOUR
T1 - Experienced teachers’ identity based on their I-positions
T2 - an analysis in the catalan context
AU - Badia, Antoni
AU - Liesa, Eva
N1 - Publisher Copyright:
© 2020, Association for Teacher Education in Europe.
PY - 2020
Y1 - 2020
N2 - Dialogical self theory is applied to describe the identity of a group of experienced Catalan teachers. Participants (N = 58) were asked about their positions and I-positions via a written survey, and the data were analysed using qualitative and quantitative procedures. The findings show a comprehensive description of nine types of positions (to educate children, to plan instruction, to support and assess learning, to promote a positive learning environment, to improve educational practice, to collaborate with colleagues, to build a relationship with families, to manage the school, and to collaborate with external professionals) as well as thirty types of I-positions. In addition, four clusters of teachers were identified, each of which emphasised different positions: instruction and school management; instruction and improvement of educational practice; education of children and teaching students; and education of children and improvement of educational practice. Comparative research on teachers’ I-positions could be conducted in different contexts.
AB - Dialogical self theory is applied to describe the identity of a group of experienced Catalan teachers. Participants (N = 58) were asked about their positions and I-positions via a written survey, and the data were analysed using qualitative and quantitative procedures. The findings show a comprehensive description of nine types of positions (to educate children, to plan instruction, to support and assess learning, to promote a positive learning environment, to improve educational practice, to collaborate with colleagues, to build a relationship with families, to manage the school, and to collaborate with external professionals) as well as thirty types of I-positions. In addition, four clusters of teachers were identified, each of which emphasised different positions: instruction and school management; instruction and improvement of educational practice; education of children and teaching students; and education of children and improvement of educational practice. Comparative research on teachers’ I-positions could be conducted in different contexts.
KW - I-position
KW - Position
KW - dialogical self
KW - teacher identity
KW - teaching practice
UR - http://www.scopus.com/inward/record.url?scp=85088264663&partnerID=8YFLogxK
U2 - 10.1080/02619768.2020.1795122
DO - 10.1080/02619768.2020.1795122
M3 - Article
AN - SCOPUS:85088264663
SN - 0261-9768
SP - 1
EP - 16
JO - European Journal of Teacher Education
JF - European Journal of Teacher Education
ER -