Experienced teachers' identity based on their I-positions: an analysis in the catalan context. Issue 1 (1st January 2022)

• Record Type: Journal Article
• Authors: Badia, Antoni; Liesa, Eva
• Is Part Of: European journal of teacher education. Volume 45:Issue 1(2022)
• Page Start: 77
• Page End: 92
• Publication Date: 2022-01-01
• Subjects: I-position -- dialogical self -- Position -- teacher identity -- teaching practice; Teachers -- Training of -- Europe -- Periodicals; 370.71094
• DOI: 10.1080/02619768.2020.1795122
• Languages: English
• ISSNs: 0261-9768

Abstract

ABSTRACT: Dialogical self theory is applied to describe the identity of a group of experienced Catalan teachers. Participants (N = 58) were asked about their positions and I-positions via a written survey, and the data were analysed using qualitative and quantitative procedures. The findings show a comprehensive description of nine types of positions ( to educate children, to plan instruction, to support and assess learning, to promote a positive learning environment, to improve educational practice, to collaborate with colleagues, to build a relationship with families, to manage the school, and to collaborate with external professionals) as well as thirty types of I-positions. In addition, four clusters of teachers were identified, each of which emphasised different positions: instruction and school management; instruction and improvement of educational practice; education of children and teaching students ; and education of children and improvement of educational practice . Comparative research on teachers' I-positions could be conducted in different contexts.