A1 Journal article (refereed)
Constructing Teacher Self in a Dialogue between Multiple I-Positions : A Case from Teacher Education (2023)


Arvaja, M. (2023). Constructing Teacher Self in a Dialogue between Multiple I-Positions : A Case from Teacher Education. Journal of Constructivist Psychology, Early online. https://doi.org/10.1080/10720537.2023.2276275


JYU authors or editors


Publication details

All authors or editorsArvaja, Maarit

Journal or seriesJournal of Constructivist Psychology

ISSN1072-0537

eISSN1521-0650

Publication year2023

Publication date31/10/2023

VolumeEarly online

PublisherRoutledge

Publication countryUnited States

Publication languageEnglish

DOIhttps://doi.org/10.1080/10720537.2023.2276275

Publication open accessOpenly available

Publication channel open accessPartially open access channel

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/91906


Abstract

This study approached preservice teacher identity by drawing on Dialogical Self theory and especially the notion of I-position. The study explored how one preservice subject teacher, Aino, constructed her I-position as a becoming teacher in a dialogue between voices originating from her previous school experiences and voices stemming from her subject teacher pedagogical studies. The results of a dialogically oriented narrative analysis of the interview data showed that Aino constructed her teacher identity in a dialogical process between multiple internal and external I-positions. The pedagogical studies produced both positive and negative boundary experiences that enabled Aino to recognize tensions between internal (e.g., I as a becoming teacher and I as a pupil) and external (e.g., my past teachers) I-positions within her dialogical self. Aino constructed her preservice teacher identity in a critical dialogue and negotiation between different voices and I-positions originating from different times and places. Consequently, teacher education should help students become aware of the dynamics and tensions of the social, cultural, and institutional structures surrounding teachers’ work and to develop as agentive teachers who can transform their own thinking and practice in the complex, changing world of teachers’ work.


Keywordsteacher trainingstudentsprofessional identityteacherhoodself imageself-reflectiondialogicalitynarrative analysis


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Ministry reportingYes

Reporting Year2023

JUFO rating1


Last updated on 2024-15-06 at 21:46