Changing university teacher's identity: Training based on dramatized incidents

Carles Monereo, Cristaweise E.Ibis Alvarez

Research output: Contribution to journalArticleResearchpeer-review

25 Citations (Scopus)


The main objective of this research consists in analyzing the impact on a set of dimensions of university teacher's identity of a training course based on dramatized critical incidents (CI). Additionally, we want to demonstrate the transference and persistence of the promoted changes. The research was carried out at a public university in Barcelona (Spain) with 7 teachers, who participated voluntarily, from several departments and Faculties. An initial open questionnaire about personal experiences related with critical incidents was administered. Then we passed a tracing questionnaire about selfperception of changes on their own identity, and six months later a second open-ended interview was applied to explore the impact of the teaching course. Results showed that in all cases there were changes in some dimensions of the teachers' identity, which were more evident regarding strategies and feelings than teaching conceptions. These changes were maintained one semester later. © 2013 Fundación Infancia y Aprendizaje, ISSN: 0210-3702.
Original languageEnglish
Pages (from-to)323-340
JournalInfancia y Aprendizaje
Issue number3
Publication statusPublished - 27 Sep 2013


  • Critical incidents
  • Higher education
  • Permanence of change
  • Teacher training
  • Teachers' identity


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