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 editors: Arvaja, Maarit

Journal or series: Journal of Constructivist Psychology

ISSN: 1072-0537

eISSN: 1521-0650

Publication year: 2023

Publication date: 31/10/2023

Volume: Early online

Publisher: Routledge

Publication country: United States

Publication language: English

DOI: https://doi.org/10.1080/10720537.2023.2276275

Publication open access: Openly available

Publication channel open access: Partially 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.

Keywords: teacher training; students; professional identity; teacherhood; self image; self-reflection; dialogicality; narrative analysis

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Ministry reporting: Yes

Reporting Year: 2023

JUFO rating: 1