A dialogical self approach to the conceptualisation of teacher-inquirer identity

Antoni Badia, Eva Liesa, Lorena Becerril, Paula Mayoral

    Research output: Indexed journal article Articlepeer-review

    13 Citations (Scopus)


    Over the last 30 years, a substantial number of publications have attempted to conceptualise the ways in which teachers carry out inquiries in order to affect changes in educational practice. A number of different psychological models have been applied to the study of teachers’ activities as inquirers, including models focusing on teachers’ professional development, socio-constructivist models of teacher thinking and teacher learning models. The aim of this article is to provide a more comprehensive, in-depth conceptualisation of teacher inquiry by using the central concepts of dialogical self theory and by establishing a closer relationship between teacher identity and individual teacher inquiry. We begin by defining the notions of teacher inquiry and teacher identity and then go on to describe dialogical self theory and how this approach can be applied to the description of the teacher-inquirer identity. We conclude this position paper with a detailed example in the form of a single case study illustrating how teachers’ identity as inquirers can be analysed, and we offer some reflexions about potential future research in this new area of study.

    Original languageEnglish
    Pages (from-to)865-879
    Number of pages15
    JournalEuropean Journal of Psychology of Education
    Issue number4
    Publication statusPublished - 1 Dec 2020


    • Dialogical self
    • I-position
    • Teacher identity
    • Teacher-inquirer identity


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