Convertirse en investigador. Métodos basados en el Self Dialógico para la formación de la identidad de estudiantes de postgrado



Siguiendo la teoría del self dialógico tenemos como objetivo determinar cómo un curso basado en el desarrollo de la identidad podría contribuir a generar cambios en las posiciones identitarias (I-positions) de los participantes. Exploramos los cambios producidos y establecemos qué dispositivos contribuyeron más al desarrollo de la I-position de los estudiantes en tanto investigadores. Reali-zamos el estudio en un curso de la línea de investigación del Máster Oficial en Psicología de la Educación en una universidad española. Los hallazgos sugieren que se produjeron cambios signifi-cativos en las I-positions de los estudiantes, fortaleciendo las relacionadas con la investigación. Los métodos que más contribuyeron fueron el juego de roles, los informes individuales y la entre-vista entre pares. Estos hallazgos contribuyen a una mejor comprensión del cambio y desarrollo de las I-position en el proceso de convertirse en investigador y también aporta métodos educativos valiosos para mejorar la formación de los investigadores junior.

Palabras clave

Investigadores, Educación Superior, Formación de la Identidad, Self dialógico 


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Biografía del autor/a

Crista Weise, Universitat Autónoma de Barcelona

Departamento de Psicología Básica Evolutiva y de la Educación.




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