Teacher identity as inquirer: voices of teacher educators

Mireia Giralt-Romeu, Eva Liesa, Montserrat Castelló

Research output: Indexed journal article Articlepeer-review

6 Citations (Scopus)


This qualitative study uses the dialogical self theory to explore teacher educators’ voices as they speak on the issue of teacher identity positioning, specifically when it comes to the position of teachers as inquirers. A content analysis of self-reports from 18 teacher educators yielded 3 primary teacher core I-positions. The results showed that the teacher educators viewed teachers more as mediators than as instructors or inquirers. Although all the participants acknowledged the relevance of the inquiry process in the teaching profession, they differed as to the value, purpose, and learning outcomes of adopting an inquiry position in the initial training of teachers.

Original languageEnglish
JournalEuropean Journal of Teacher Education
Publication statusAccepted/In press - 2021


  • Teacher identity
  • core I-positions
  • inquiry identity
  • teacher educators’ voices


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