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



La literatura científica ha demostrado repetidamente la dificultad de implementar innovaciones educativas relevantes y sostenidas. En este artículo, sostenemos que sólo se puede lograr un cambio profundo y permanente si se cambia la identidad profesional de los docentes que participan en la innovación. Desde la perspectiva de la Teoría del Self Dialógico, este cambio de identidad implica un cambio en las I-posiciones de los participantes individuales, pero también de su identidad como equipo o We-posición.

Palabras clave

Educación, Personal docente, Identidad profesional del profesor, Teoría del self dialógico


Abd-El-Khalick, Fouad & Akerson, Valarie L. (2004). Learning as conceptual change: Factors mediating the development of preservice elementary teachers' views of nature of science. Science Education, 88(5), 785-810. https://doi.org/10.1002/sce.10143

Abd-El-Khalick, Fouad & Lederman, Norman G. (2000). Improving science teachers' conceptions of nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665-701. https://doi.org/10.1080/09500690050044044

Abrami, Philip C; Poulsen, Catherine & Chambers, Bette (2004). Teacher motivation to implement an educational innovation: Factors differentiating users and non-users of cooperative learning. Educational Psychology, 24(2), 201-216. https://doi.org/10.1080/0144341032000160146

Admiraal, Wilfried; Hoeksma, Mark; van de Kamp, Marie-Thérèse & van Duin, Gee (2011). Assessment of teacher competence using video portfolios: Reliability, construct validity, and consequential validity. Teaching and Teacher Education, 27(6), 1019-1028. https://doi.org/10.1016/j.tate.2011.04.002

Akkerman, Sanne F. & Meijer, Paulien C. (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

Arvaja, Maarit (2016). Building teacher identity through the process of positioning. Teaching and Teacher Education, 59, 392-402. https://doi.org/10.1016/j.tate.2016.07.024

Assen, Hanneke; Koops, Hilda; Meijers, Frans; Otting, Hans & Poell, Rob (2018). How can a dialogue support teachers’ professional identity development? Harmonising multiple teacher I-positions. Teaching and Teacher Education, 73, 130-140. https://doi.org/10.1016/j.tate.2018.03.019

Avidov-Ungar, Orit & Forkosh-Baruch, Alona (2018). Professional identity of teacher educators in the digital era in light of demands of pedagogical innovation. Teaching and Teacher Education, 73, 183-191. https://doi.org/10.1016/j.tate.2018.03.017

Avramidis, Elias & Norwich, Brahm (2002). Teachers' attitudes towards integration/inclusion: a review of the literature. European Journal of Special Needs Education, 17(2), 129-147. https://doi.org/10.1080/08856250210129056

Badia, Antoni & Becerril, Lorena (2016). Renaming teaching practice through teacher reflection using critical incidents on a virtual training course. Journal of Education for Teaching, 42(2), 224-238. https://doi.org/10.1080/02607476.2016.1143146

Bakkenes, Inge; Vermunt, Jan D. & Wubbels, Theo (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20(6), 533-548. https://doi.org/10.1016/j.learninstruc.2009.09.001

Beauchamp, Catherine & Thomas, Lynn (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

Beijaard, Douwe (2017). Learning teacher identity in teacher education. In Jean Clandinin & Jukka Husu (Eds.). The SAGE handbook of research on teacher education (pp. 139–142). London: SAGE Publications. https://doi.org/10.4135/9781526402042

Beijaard, Douwe; Meijer, Paulien & Verloop, Nico (2004). Reconsidering research on teachers' professional identity. Teaching and Teacher Education, 20(2), 107-128. https://doi.org/10.1016/j.tate.2003.07.001

Beijaard, Douwe; Verloop, Nico & Vermunt, Jan 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

Blomberg, Geraldine; Sherin, Miriam Gamoran; Renkl, Alexander; Glogger, Inga & Seidel, Tina (2014). Understanding video as a tool for teacher education: investigating instructional strategies to promote reflection. Instructional Science, 42(3), 443-463. https://doi.org/10.1007/s11251-013-9281-6

Bosma, Harke A. & Kunnen, E. Saskia (2001). Determinants and mechanisms in Ego identity development: a review and synthesis. Developmental Review, 21(1), 39-66. https://doi.org/10.1006/drev.2000.0514

Branco, Angela & Madureira, Ana F. (2008). Dialogical Self in action: The emergence of Self—Positions among complex emotional and cultural dimensions. Estudios de Psicología, 29(3), 319-332. https://doi.org/10.1174/021093908786145377

Butler, Deborah L. & Schnellert, Leyton (2012). Collaborative inquiry in teacher professional development. Teaching and Teacher Education, 28(8), 1206-1220. https://doi.org/10.1016/j.tate.2012.07.009

Chee, Yam Sam; Mehrotra, Swati & Ong, Jing Chuan (2015). Professional development for scaling pedagogical innovation in the context of game-based learning: Teacher identity as cornerstone in “shifting” practice. Asia-Pacific Journal of Teacher Education, 43(5), 423-437. https://doi.org/10.1080/1359866x.2014.962484

Cochran-Smith, Marilyn & Lytle, Susan L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249–305. https://doi.org/10.2307/1167272

Collet-Sabé, Jordi (2017). I do not like what I am becoming but…: transforming the identity of head teachers in Catalonia. Journal of Educational Policy, 32(2), 141-158. https://doi.org/10.1080/02680939.2016.1253873

Day, Christopher; Sammons, Pam; Stobart, Gordon; Kington, Alison & Gu, Qing (2007). Teachers matter: Connecting lives, work and effectiveness. Maidenhead: Open University Press.

Ertmer, Peggy A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39. https://doi.org/10.1007/bf02504683

Fogleman, Jay; Fishman, Barry & Krajcik, Joe (2006). Sustaining innovations through lead teacher learning: A learning sciences perspective on supporting professional development. Teaching Education, 17(2), 181-194. https://doi.org/10.1080/10476210600680416

Freeman, Donald (1993). Renaming experience/reconstructing practice: Developing new understanding of teaching. Teaching and Teacher Education, 9(5-6), 85–497. https://doi.org/10.1016/0742-051x(93)90032-c

Gaete Vergara, Marcela (2018). A look at secondary student teachers' fears between reproduction and transformation. Profesorado –Revista de curriculum y formación del profesorado, 22(1), 501-517.

Gee, James (1990). Social linguistics and literacies: Ideology in discourses. Philadelphia: Falmer. https://doi.org/10.1016/0898-5898(91)90011-7

Geijsel, Femke; Sleegers, Peter; van den Berg, Rudolf & Kelchtermans, Geert (2001). Conditions fostering the implementation of large-scale innovation programs in schools: Teachers’ perspectives. Educational Administration Quarterly, 37(1), 130-166. https://doi.org/10.1177/00131610121969262

Geijsels, Femke & Meijers, Frans (2005). Identity learning: The core process of educational change. Educational Studies, 31(4), 419-430. https://doi.org/10.1080/03055690500237488

Ghaith, Ghazi & Yaghi, Hussein (1997). Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 13(4), 451-458. https://doi.org/10.1016/s0742-051x(96)00045-5

Gülerce, Aydan; Baerveldt, Cor; Gillespie, Alex; Martin, Jack; Raggatt, Peter & Zittoun, Tania (2014). A polylogue? Where and how to move with and in dialogue? New Ideas in Psychology, 32, 80-87. https://doi.org/10.1016/j.newideapsych.2013.05.002

Guskey, Thomas R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4(1), 63-69. https://doi.org/10.1016/0742-051x(88)90025-x

Hatton, Neville & Smith, David (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49. https://doi.org/10.1016/0742-051x(94)00012-u

Hayward, Louise & Spencer, Ernest (2010). The complexities of change: formative assessment in Scotland. Curriculum Journal, 21(2), 161-177. https://doi.org/10.1080/09585176.2010.480827

Heick, Terry (2019) 12 barriers to innovation in education. Retrieved from: https://www.teachthought.com/the-future-of-learning/12-barriers-innovation-education/.

Hermans, Hubert J. M. (2001). The construction of a personal position repertoire: Method and practice. Culture & Psychology, 7(3), 323-365. https://doi.org/10.1177/1354067x0173005

Hermans, Hubert J. M. (2018). Society in the Self. A theory of identity in democracy. Oxford: Oxford University Press. https://doi.org/10.1093/oso/9780190687793.001.0001

Hermans, Hubert J. M., & Hermans-Konopka, Agnieszka (2010). Dialogical Self Theory: Positioning and counter-positioning in a globalizing society. Cambridge, UK: Cambridge. https://doi.org/10.1017/cbo9780511712142

Hermans, Hubert J. M.; Kempen, Harry J. & Van Loon, Rens J. (1992). The dialogical self: beyond individualism and rationalism. American Psychologist, 47(1), 23–33. https://doi.org/10.1037/0003-066x.47.1.23

Ivanova, Natalia & Popova, Elena (2017). Professionals and the problem of implementing innovation in university. Educational Studies Moscow, 1, 184-206. https://doi.org/10.17323/1814-9545-2017-1-184-206

Jennings, Patricia A. & Greenberg, Mark T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525. https://doi.org/10.3102/0034654308325693

Ketelaar, Evelien; Beijaard, Douwe; Boshuizen, Henny P. & Den Brok, Perry J. (2012). Teachers’ positioning towards an educational innovation in the light of ownership, sense-making and agency. Teaching and Teacher Education, 28(2), 273-282. https://doi.org/10.1016/j.tate.2011.10.004

Ketelaar, Evelien; Koopman, Maaike; Den Brok, Perry J.; Beijaard, Douwe & Boshuizen, Henry P. (2014). Teachers’ learning experiences in relation to their ownership, sense-making and agency. Teachers and Teaching, 20(3), 314-337. https://doi.org/10.1080/13540602.2013.848523

Kim, Min Kyu; Xie, Kui & Cheng, Sheng-Lun (2017). Building teacher competency for digital content evaluation. Teaching and Teacher Education, 66, 309-324. https://doi.org/10.1016/j.tate.2017.05.006

Kunnen, Saskia & Metz, Marijke (2015). Commitment and exploration: The need for a developmental approach. In Kate C. McLean, & Moin Syed (Eds.), The Oxford handbook of identity development (pp. 125-131). Oxford, UK: Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199936564.001.0001

Leaman, Lori Hostetler & Flanagan, Toni Michele (2013). Authentic role-playing as situated learning: Reframing teacher education methodology for higher-order thinking. Studying Teacher Education, 9(1), 45–61. https://doi.org/10.1080/17425964.2013.771573

Lengelle, Reinekke (2016). What a career coach can learn from a playwright: Expressive dialogues for identity development. In Hubert Hermans (Eds). Assessing and Stimulating a Dialogical Self in Groups, Teams, Cultures, and Organizations (pp. 37-53). Cham: Springer. https://doi.org/10.1007/978-3-319-32482-1_3

Levin, Barbara & He, Ye (2008). Investigating the content and sources of teacher candidates' personal practical theories (PPTs). Journal of Teacher Education, 59(1), 55-68. https://doi.org/10.1177/0022487107310749

MacLure, Maggie (1993). Arguing for yourself: Identity as an organising principle in teachers' jobs and lives. British Educational Research Journal, 19(4), 311-323. https://doi.org/10.1080/0141192930190401

Meeus, Wim; Van de Schoot, Rens; Keijsers, Loes; Schwartz, Seth J. & Branje, Susan (2010). On the progression and stability of adolescent identity formation: A five-wave longitudinal study in early-to-middle and middle-to-late adolescence. Child Development, 81(3), 1565-1581. https://doi.org/10.1111/j.1467-8624.2010.01492.x

Monereo, Carles; Badia, Antoni; Bilbao, Gilda; Cerrato, Maria & Weise, Crista (2009). Ser un docente estratégico: cuando cambiar la estrategia no basta. Cultura y Educación, 21(3), 237-256. https://doi.org/10.1174/113564009789052343

Monereo, Carles; Weise, Crista & Alvarez, Ibis (2013). Changing university teacher's identity: training based on dramatized incidents. Infancia y Aprendizaje, 36(3), 323-340. https://doi.org/10.1174/021037013807533043

OECD (2016). Innovating education and educating for innovation: The power of digital technologies and skills. Paris: OECD Publishing. https://doi.org/10.1787/9789264265097-en

Peterson, Cynthia & Bond, Nathan (2004). Online compared to face-to-face teacher preparation for learning standards-based planning skills. Journal of Research on Technology in Education, 36(4), 345-360. https://doi.org/10.1080/15391523.2004.10782419

Pietarinen, Janne; Pyhältö, Kirsi & Soini, Tiina (2017). Large-scale curriculum reform in Finland – exploring the interrelation between implementation strategy, the function of the reform, and curriculum coherence. The Curriculum Journal, 28(1), 22-40. https://doi.org/10.1080/09585176.2016.1179205

Pillen, Marieke; Beijaard, Douwe & Den Brok, Perry (2013). Professional identity tensions of beginning teachers. Teachers and Teaching, 19(6), 660-678. https://doi.org/10.1080/13540602.2013.827455

Piwowar, Valentina; Thiel, Felicitas & Ophardt, Diemut (2013). Training inservice teachers' competencies in classroom management. A quasi-experimental study with teachers of secondary schools. Teaching and Teacher Education, 30, 1-12. https://doi.org/10.1016/j.tate.2012.09.007

Putnam, Ralph T. & Borko, Hilda (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15. https://doi.org/10.3102/0013189x029001004

Raggatt, Peter T. F. (2015). Positioning: dialogical voice in mind and culture. Theory & Psychology, 25(6), 775-797. https://doi.org/10.1177/0959354315590850

Rivas, Axel (2017). Cambio e innovación educativa: las cuestiones cruciales. Buenos Aires: Fundación Santillana.

Room 241 (2018, March 16). Bloc of Concordia University of Portland. Innovation in Education: What Does It Mean, and What Does It Look Like? March 16, 2018. https://education.cu-portland.edu/blog/classroom-resources/educational-innovations-roundup/

Rovegno, Inez (1992). Learning a new curricular approach: Mechanisms of knowledge acquisition in preservice teachers. Teaching and Teacher Education, 8(3), 253-264. https://doi.org/10.1016/0742-051x(92)90024-w

Sachs, Judyth (2005). Teacher education and the development of professional identity: Learning to be a teacher. In Pam Denicolo & Michael Kopf (Eds.), Connecting policy and practice: Challenges for teaching and learning in schools and universities (pp. 2-21). Oxford: Routledge.

Sadovnikova, Nadezhda & Ahmedov, Mirza (2019). Relevant concepts of a teacher’s state when experiencing professional identity crisis. Education and Science, 21(2), 113-131. https://doi.org/10.17853/1994-5639-2019-2-113-131

Scartezini, Raquel & Monereo, Carles (2016). The development of university teachers’ professional identity: a dialogical study. Research Papers in Education, 33(1), 42-58. https://doi.org/10.1080/02671522.2016.1225805

Schmidt, Michèle & Datnow, Amanda (2005). Teachers’ sense-making about comprehensive school reform: The influence of emotions. Teaching and Teacher Education, 21, 949–965. https://doi.org/10.1016/j.tate.2005.06.006

Soini, Tiina; Pietarinen, Janne & Pyhältö, Kirsi (2018). Shared sense-making strategies in curriculum reform: district-level perspective. Improving Schools, 21(2), 111-126. https://doi.org/10.1177/1365480217744290

Spillane, James; Reiser, Brian & Reimer, Todd (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72, 387–431. https://doi.org/10.3102/00346543072003387

Stevens, Robert J. (2004). Why do educational innovations come and go? What do we know? What can we do? Teaching and Teacher Education, 20(4), 389-396. https://doi.org/10.1016/j.tate.2004.02.011

Toom, Auli; Husu, Jukka & Patrikainen, Sanna (2015). Student teachers’ patterns of reflection in the context of teaching practice. European Journal of Teacher Education, 38(3), 320-340. https://doi.org/10.1080/02619768.2014.943731

Trigwell, Keith; Prosser, Michael & Waterhouse, Fiona (1999). Relations between teachers' approaches to teaching and students' approaches to learning. Higher Education, 37(1), 57-70. https://doi.org/10.1023/A:1003548313194

Twyford, Kaye; Le Fevre, Deidre & Timperley, Helen (2017). The influence of risk and uncertainty on teachers' responses to professional learning and development. Journal of Professional Capital and Community, 2(2), 86-100. https://doi.org/10.1108/jpcc-10-2016-0028

Vähäsantanen, Katja (2015). Professional agency in the stream of change: Understanding educational change and teachers' professional identities. Teaching and Teacher Education, 47, 1-12. https://doi.org/10.1016/j.tate.2014.11.006

Valsiner, Jaan (2004). The promoter sign: Developmental transformation within the structure of the dialogical self. In XVIII biennial meeting of the international society for the study of behavioral development, Ghent, july 11-15.

Van Veen, Klaas & Sleegers, Peter (2006). How does it feel? Teachers’ emotions in a context of change. Journal of Curriculum Studies, 38, 85–111. https://doi.org/10.1080/00220270500109304

Vangrieken, Katrien; Dochy, Filip; Raes, Elisabeth & Kyndt, Eva (2015). Teacher collaboration: A systematic review. Educational Research Review, 15, 17-40. https://doi.org/10.1016/j.edurev.2015.04.002

Warford, Mark K. (2011). The zone of proximal teacher development. Teaching and Teacher Education 27(2), 252–258. https://doi.org/10.1016/j.tate.2010.08.008

Wenger-Trayner, Etienne; Fenton-O'Creevy, Mark; Hutchinson, Steven; Kubiak, Chhris & Wenger-Trayner, Beverly (2014). Learning in Landscapes of Practice: Boundaries, identity, and knowledgeability in practice-based learning. Abingdon: Routledge. https://doi.org/10.4324/9781315777122

Westaway, Lise & Graven, Mellony (2019). Exploring grade 3 teachers' resistance to "take up' progressive mathematics teaching roles. Mathematics Education Research Journal, 31(1); 27-46. https://doi.org/10.1007/s13394-018-0237-7

Zhang, Jianwei; Hong, Huang-Yao; Scardamalia, Marlene; Teo, Chew Lee & Morley, Elizabeth A. (2011). Sustaining knowledge building as a principle-based innovation at an elementary school. Journal of the Learning Sciences, 20(2), 262-307. https://doi.org/10.1080/10508406.2011.528317

Biografía del autor/a

Carles Monereo, Universitat Autònoma de Barcelona

Catedrático de Psicología de la Educación en la Universitat Autònoma de Barcelona.

IP del grupo de investigación reconocido SINTE

Antoni Badia, Universitat Oberta de Catalunya

Professor of Educational Psychology at Universitat Oberta de Catalunya, Barcelona, Catalonia, Spain




Los datos de descargas todavía no están disponibles.