Teachers’ Professional Identity Construction: A Sociocultural Approach to Its Definition and Research

References

• Akkerman, S., & Meijer, P. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27(2), 308–319. https://doi.org/10.1016/j.tate.2010.08.013
   Web of Science ®Google Scholar
• Bakhtin, M. (1981). The dialogic imagination. Four essays by M. M. Bakhtin. (M. Holquist, Ed.). University of Texas Press.
   Google Scholar
• Bakhtin, M. (1984). Problems of Dostoevsky’s poetics. University of Minnesota Press.
   Google Scholar
• Bakhtin, M. (1986). Speech genres and other late essays (C. Emerson & M. Holquist, Eds.). University of Texas Press.
   Google Scholar
• Bamberg, M. (2004). Narrative discourse and identites. In J. C. Meister, T. Kindt, W. Schernus, & M. Stein (Eds.), Narratology beyond literary criticism (pp. 213–237). Walter de Gruyter.
   Google Scholar
• Bamberg, M., De Fina, A., & Schiffrin, D. (2011). Discourse and identity construction. In S. Schwartz, K. Luyckx, & V. Vignoles (Eds.), Handbook of identity theory and research (pp. 177–199). Springer.
   Google Scholar
• Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189. https://doi.org/10.1080/03057640902902252
   Google Scholar
• Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. https://doi.org/10.1016/j.sbspro.2013.04.302
   Web of Science ®Google Scholar
• Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16(7), 749–764. https://doi.org/10.1016/S0742-051X(00)00023-8
   Web of Science ®Google Scholar
• Bilbao, G., & Monereo, C. (2011). Identificación de incidentes críticos en maestros en ejercicio: propuestas para la formación permanente. Revista Electrónica de Investigación Educativa, 13(1), 135–151.
   Google Scholar
• Bolívar, A., Fernández-Cruz, M., & Molina, E. (2005). Investigar la identidad profesional del profesorado: Una triangulación secuencial. Forum: Qualitative Social Research, 6(1), 1–26.
   Google Scholar
• Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology, Vol. 1: Theoretical models of human development (6th ed., pp. 793–828). John Wiley.
   Google Scholar
• Bruner, J. (1990). Acts of meanings. Harvard University Press.
   Google Scholar
• Bucholtz, M., & Hall, K. (2005). Identity and interaction: A sociocultural linguistic approach. Discourse Studies, 7(4-5), 585–614. https://doi.org/10.1177/1461445605054407
   Web of Science ®Google Scholar
• Caïs, J., Folguera, L., & Formoso, C. (2014). Investigación cualitativa longitudinal. CIS.
   Google Scholar
• Cole, M. (1996). Cultural psychology: A once and future discipline. Harvard University Press.
   Google Scholar
• Cole, M. (2015). Designing for development: Across the scales of time. [Text based upon Bronfenbrenner Award Talk given at the American Psychological Association. August 7, 2015]
   Google Scholar
• Coll, C., & Falsafi, L. (2010). Learner identity. An educational and analytical tool. Revista de Educación, 353, 211–233.
   Google Scholar
• Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 1, 139–167.
   Google Scholar
• Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.). Sage.
   Google Scholar
• Davies, B., & Harré, R. (1990). Positioning: The discursive production of selves. Journal for the Theory of Social Behaviour, 20(1), 43–63. https://doi.org/10.1111/j.1468-5914.1990.tb00174.x
   Web of Science ®Google Scholar
• Del Olmo, M. (2008). El trabajo de campo etnográfico: una introducción para los que no lo han hecho nunca. In J. A. Téllez (Ed.), Educación intercultural: miradas multidisciplinares (pp. 83–95). Catarata.
   Google Scholar
• Denzin, N., & Lincoln, Y. (2011). The SAGE handbook of qualitative research (4th ed.). Sage.
   Google Scholar
• Del Olmo, M. (2003). La construcción de la confianza en el trabajo de campo. Los límites de la entrevista dirigida. Revista de Dialectología y Tradiciones Populares, 58(1), 191–220.
   Google Scholar
• Eccles, J. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44(2), 78–89. https://doi.org/10.1080/00461520902832368
   Web of Science ®Google Scholar
• Edwards, D., & Potter, J. (1992). Discoursive psychology. Sage.
   Google Scholar
• Esteban, M. (2008). La construcción de identidades en una muestra de adolescentes de la universidad intercultural de Chiapas [Funciones de la identidad y mecanismos psicosociales implicados]. (Doctoral dissertation).Universitat de Girona.
   Google Scholar
• Esteban, M., Nadal, J. M., & Vila, I. (2008). La construcción narrativa de la identidad a través de la ventrilocuación. Glossa. An Ambilingual Interdisciplinary Journal, 4(1), 130–145.
   Google Scholar
• Falsafi, L. (2010). Learner identity: A sociocultural approach to how people recognize and construct themselves as learners. (Doctoral dissertation).Universitat de Barcelona.
   Google Scholar
• Flick, U. (2008). Managing Quality in Qualitative Research. In U. Flick (Ed.), The SAGE qualitative research kit. SAGE.
   Google Scholar
• Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99–125. https://doi.org/10.3102/0091732X025001099
   Google Scholar
• Gee, J. P. (2011). How to do discourse analysis: A toolkit. Routledge.
   Google Scholar
• Goffman, E. (1956). The presentation of self in everyday life. University of Edinburgh Social Sciences Research Centre.
   Google Scholar
• González, M. F. (2010). Can the classics say something new about identity? A review of Bakhtin, Vygotsky and Mead's ideas in times of liquid identity. Estudios de Psicología, 31(2), 187–203. https://doi.org/10.1174/021093910804952278
   Web of Science ®Google Scholar
• Grad, H., & Martín Rojo, L. (2008). Identities in discourse: An integrative view. In R. Dolón & J. Todolí (Eds.), Analysing identities in discourse (pp. 3–30). John Benjamins.
   Google Scholar
• Grossman, P. L., Smagorinsky, P., & Valencia, S. (1999). Appropriating tools for teaching English: A theoretical framework for research on learning to teach. American Journal of Education, 108(1), 1–29. https://doi.org/10.1086/444230
   Web of Science ®Google Scholar
• Hall, S. (1996). Introduction: Who needs identity? In S. Hall & P. du Gay (Eds.), Questions of cultural identity (pp. 1–17). SAGE.
   Google Scholar
• Halquist, D., & Musanti, S. I. (2010). Critical incidents and reflection: Turning points that challenge the researcher and create opportunities for knowing. International Journal of Qualitative Studies in Education, 23(4), 449–461. https://doi.org/10.1080/09518398.2010.492811
   Google Scholar
• Hermans, H. (1996). Voicing the self: From information processing to dialogical interchange. Psychological Bulletin, 119(1), 31–50. https://doi.org/10.1037/0033-2909.119.1.31
   Web of Science ®Google Scholar
• Hermans, H. (2001). The dialogical self: Toward a theory of personal and cultural positioning. Culture & Psychology, 7(3), 243–281. https://doi.org/10.1177/1354067X0173001
   Web of Science ®Google Scholar
• Hermans, H. (2014). Self as a society of I-positions: A dialogical approach to counseling. The Journal of Humanistic Counseling, 53(2), 134–159. https://doi.org/10.1002/j.2161-1939.2014.00054.x
   Google Scholar
• Hermans, H. (2020). Foreword by Hubert Hermans. Quaderns de Psicologia, 22(2), 1641–1649. https://doi.org/10.5565/rev/qpsicologia.1641
   Google Scholar
• Holland, D., & Lachicotte, W. (2007). Vygotsky, Mead, and the new sociocultural studies of identity. In H. Daniels, M. Cole, & J. Wertsch (Eds.), The Cambridge companion to Vygotsky (pp. 101–135). Cambridge.
   Google Scholar
• Íñiguez, L. (2001). Identidad: de lo profesional a lo social. Un recorrido conceptual. In E. Crespo (Ed.), La constitución Social de la subjetividad (pp. 209–225). Catarata.
   Google Scholar
• Íñiguez, L. (2003). Análisis del discurso. Manual para las ciencias sociales. UOC.
   Google Scholar
• Kumpulainen, K., & Renshaw, P. (2007). Cultures of learning. International Journal of Educational Research, 46(3-4), 109–115. https://doi.org/10.1016/j.ijer.2007.09.009
   Google Scholar
• Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899–916. https://doi.org/10.1016/j.tate.2005.06.003
   Web of Science ®Google Scholar
• Lave, J., & Wenger, E. (1991). Situated Learning: legitimate peripheral participation. Cambridge University Press.
   Google Scholar
• Lawrence, L., & Nagashima, Y. (2020). The intersectionality of gender, sexuality, race, and native-speakerness: Investigating ELT teacher identity through duoethnography. Journal of Language, Identity & Education, 19(1), 42–55.
   Web of Science ®Google Scholar
• Legrottaglie, S., & Ligorio, M. B. (2017). The temporal dimension as a dialogical resource for teachers’ professional development and fulfillment. Teacher Development, 21(1), 57–80. https://doi.org/10.1080/13664530.2016.1190783
   Web of Science ®Google Scholar
• Lemke, J. L. (2000). Across the scales of time: Artifacts, activities, and meanings in ecosocial systems. Mind, Culture, and Activity, 7(4), 273–290. https://doi.org/10.1207/S15327884MCA0704_03
   Google Scholar
• Lemke, J. L. (2008). Identity, development and desire: Critical questions. In C. R. Caldas-Couthard & R. Iedema (Eds.), Identity trouble: critical discourse and contested identities (pp. 17–42). Palgrave McMillan.
   Google Scholar
• Leontiev, A. (1981). Problems of the development of the mind. Progress.
   Google Scholar
• Ligorio, B. (2010). Dialogical relationship between identity and learning. Culture & Psychology, 16(1), 93–107. https://doi.org/10.1177/1354067X09353206
   Web of Science ®Google Scholar
• Ligorio, M. B., Loperfido, F. F., & Sansone, N. (2013). Dialogical positions as a method of understanding identity trajectories in a collaborative blended university course. IJCSCL, 8 (3), 351–367.
   Google Scholar
• Linell, P. (1990). The power of dialogue dynamics. In I. Markovà & K. Foppa (Eds.), The dynamics of dialogue (pp. 147–177). Harvester Wheatsheaf.
   Google Scholar
• Marková, I., Linell, P., Grossen, M., & Salazar Orvig, A. (2007). Dialogue in focus groups: Exploring socially shared knowledge. Equinox publishing.
   Google Scholar
• Meijers, F., & Hermans, H. J. M. (2018). The dialogical self theory in education: A multicultural perspective. Springer.
   Google Scholar
• Mishler, E. G. (1999). Storylines: Craft artists’ narratives of identity. Harvard University Press.
   Google Scholar
• Morse, J., & Richards, L. (2002). README FIRST for a user`s guide to qualitative methods. SAGE.
   Google Scholar
• Penuel, W. R., & Wertsch, J. V. (1995). Vygotsky and identity formation: A sociocultural approach. Educational Psychologist, 30(2), 83–92. https://doi.org/10.1207/s15326985ep3002_5
   Web of Science ®Google Scholar
• Polman, J. L. (2010). The zone of proximal identity development in apprenticeship learning. Revista de Educación, 353, 129–155.
   Google Scholar
• Prados, M., Cubero, M., Santamaría, A., & Arias, S. (2013). The teaching self in the university: Self positions and voices in the narrative identity/ies construction of university teachers. Infancia y Aprendizaje, 36(3), 309–321. https://doi.org/10.1174/021037013807532981
   Web of Science ®Google Scholar
• Psaltis, C., Duveen, G., & Perret-Clermont, A. N. (2009). The social and the psychological: Structure and context in intellectual development. Human Development, 52(5), 291–312. https://doi.org/10.1159/000233261
   Web of Science ®Google Scholar
• Raggatt, P. (2007). Forms of positioning in the dialogical self: A system of classification and the strange case of Dame Edna Everage. Theory & Psychology, 17(3), 355–382. https://doi.org/10.1177/0959354307077288
   Web of Science ®Google Scholar
• Raggatt, P. (2012). Positioning in the dialogical self: Recent advances in theory construction. In H. Hermans & T. Gieser (Eds.), Handbook of dialogical self theory (pp. 29–45). Cambridge University Press.
   Google Scholar
• Ritella, G., Ligorio, M. B., & Hakkarainen, K. (2017). Theorizing space-time relations in education: The concept of chronotope. Front Learning Research, 4(4), 48–55. https://doi.org/10.14786/flr.v4i4.210
   Google Scholar
• Sfard, A., & Prusak, A. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14–22. https://doi.org/10.3102/0013189X034004014
   Google Scholar
• Stake, R. (1995). The art of case study research. SAGE.
   Google Scholar
• Solari, M., Rasskin, I., & Martín, E. (2013). La investigación sobre la identidad profesional en contextos educativos: una revisión bibliográfica. Eídos, 6, 18–23.
   Google Scholar
• Solari, M. (2015). El proceso de configuración de la identidad profesional de una orientadora educativa novel. Un estudio de caso (Unpublished doctoral dissertation). Universidad Autónoma de Madrid, Madrid.
   Google Scholar
• Solari, M., & Martín, E. (2016). Being the shadow of a novice school psychologist: a longitudinal ethnographical case study full of dilemmas. In SAGE Research Methods Cases. Londres: SAGE.
   Google Scholar
• Solari, M. (2017). Humanizing school psychologists. The construction of a novice school psychologist's model of professional identity. Infancia y Aprendizaje. Journal for the Study of Education and Development, 40(3), 467–502.
   Google Scholar
• Solari, M., & Martín, E. (2018). Voces que nos conforman. La construcción de la identidad profesional de una orientadora novel desde una perspectiva sociocultural. RIFOP (Revista Interuniversitaria de Formación del Profesorado), 93(32.3), 61–80.
   Google Scholar
• Tashakkori, A., & Teddie, C. (2010). SAGE Handbook of Mixed Methods in Social & Behavioral Research. SAGE.
   Google Scholar
• Tripp (1993). Critical Incidents in Teaching: Developing Professional Judgement. Routledge.
   Google Scholar
• Vågan, A. (2011). Towards a sociocultural perspective on identity formation in education. Mind, Culture, and Activity, 18(1), 43–57. https://doi.org/10.1080/10749031003605839
   Web of Science ®Google Scholar
• Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143–178. https://doi.org/10.3102/00346543054002143
   Web of Science ®Google Scholar
• Vygotsky, L. S. (1994). /1934). The problem of the environment. In R. van der Veer, & J. Valsiner (Eds.), The Vygotsky reader (pp. 338–354). Blackwell Publishers.
   Google Scholar
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
   Google Scholar
• Wenger, E. (2001). Communities of practice: Learning, meaning and identity. Cambridge University Press.
   Google Scholar
• Wertsch, J. (1991). Voices of the mind: A sociocultural approach to mediated action. Harvard University Press.
   Google Scholar
• Wiles, F. (2013). Not easily put into a box: Constructing professional identity. Social Work Education, 32(7), 854–866. https://doi.org/10.1080/02615479.2012.705273
   Google Scholar
• Williams, J. (2010). Constructing a new professional identity: Career change into teaching. Teaching and Teacher Education, 26(3), 639–647. https://doi.org/10.1016/j.tate.2009.09.016
   Web of Science ®Google Scholar
• Wortham, S. (2001). Narratives in action: A strategy for research and analysis. Teachers College Press.
   Google Scholar
• Wortham, S. (2003). Accomplishing identity in participant-denoting discourse. Journal of Linguistic Anthropology, 13(2), 189–210. https://doi.org/10.1525/jlin.2003.13.2.189
   Google Scholar
• Wortham, S. (2004). From good student to outcast: The student emergence of a classroom identity. Ethos, 32(2), 164–187. https://doi.org/10.1525/eth.2004.32.2.164
   Web of Science ®Google Scholar
• Wortham, S. (2006). Learning identity: The joint emergence of social identification and academic learning. Cambridge University Press.
   Google Scholar
• Wortham, S., & Rhodes, C. (2012). The production of relevant scales: Social identification of migrants during rapid demographic change in one American town. Applied Linguistics Review, 3(1), 75–99. https://doi.org/10.1515/applirev-2012-0004
   Google Scholar
• Yin, R. (2009). Case study research: Design and method. SAGE.
   Google Scholar