Un enfoque dialógico del self para comprender la identidad del profesor en tiempos de innovaciones educativas

Translated title of the contribution: A dialogical self-approach to understanding teacher identity in times of educational innovations

Carles Monereo, Antoni Badia

Research output: Contribution to journalArticleResearchpeer-review

6 Citations (Scopus)

Abstract

Scientific literature has repeatedly demonstrated the difficulty of implementing relevant and sustained educational innovations. In this article, we defend that a deep and permanent change can only be achieved if the professional identity of the teachers participating in the innovation is changed. From the perspective of the Dialogical Self Theory, this change of identity implies a change in the I-positions of the individual participants, but also of their identity as a team or We-position.

Translated title of the contributionA dialogical self-approach to understanding teacher identity in times of educational innovations
Original languageSpanish
Article numbere1572
JournalQuadernos de Psicologia
Volume22
Issue number2
DOIs
Publication statusPublished - 2020

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