Experienced teachers’ identity based on their I-positions: an analysis in the catalan context

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.

KEYWORDS:

• I-position
• dialogical self
• Position
• teacher identity
• teaching practice

Highlights

• The dialogical self theory allows us to conceptualize teacher identity.

• Nine broad categories of teachers’ positions were identified.

• Thirty types of teachers’ I-positions were described.

• Four different clusters of schoolteachers were characterized.

Disclosure statement

No potential conflict of interest is reported by the authors.

Statements on open data, ethics

This research paper was developed in accordance with the ethical standards of the American Psychological Association (2010). Participants were informed in advance of the general aim of the research, its duration, and the procedure to collect, store, and analyse the information provided by them, and they read and signed an informed consent form. Following this notification, participants freely decided to answer the online survey. The collected data have been stored and managed by observing the law on data protection and the right to confidentiality.

Additional information

Funding

The authors received no specific funding for this work.

Notes on contributors

Antoni Badia

Antoni Badia is a full professor at the Department of Psychology and Educational Sciences of the Universitat Oberta de Catalunya. His main areas of research are dialogical self theory (DST), teacher learning, teacher identity, and teacher-inquirer identity.

Eva Liesa

Eva Liesa is an assistant professor at the Department of Psychology of the University of Ramon Llull. Her main areas of research are dialogical self theory (DST), initial teacher education, teacher identity, and teacher-inquirer identity.