Introduction: The change in educational identity
Resumo
In this special issue, we argue for an Educational Psychology inspired by Hubert Hermans' Dialogical Self Theory, which refutes restrictive and deterministic cognitive psychology interpretations, complements the socio-constructivist approach of classical "black box" and, explains how intra-psychological dynamics, the mental society, is created and interacts with external society. The notion of I-position and its great versatility appears as central, as well as dialogue, both in its public and private performance, as a self-dialogue. Dialogue is the basis of teaching, learning, thinking, and decision making. It is also the foundation on which the professional identity is built. Teaching, tutoring, advising, innovating, undertaking, investigating are, in short, different ways of dialoguing with ourselves and with the world, giving meaning to what we do.Palavras-chave
Educational Psychology, Identity Construction, Educational Personnel, Self-DialogueReferências
Bakhtin, Mijail (1981). The dialogic imagination: Four essays. Austin: University of Texas Press.
Edwards, Derek & Potter, Jonathan (1992). Discoursive Psychology. London: SAGE Publication.
Galeano, Eduardo (1989). El libro de los abrazos. Madrid: Siglo XXI.
Hermans, Hubert J.M. & Gieser, Thorsten (2011) Handbook of Dialogical Self Theory. Cambridge: Cambridge University Press.
Schön, Donald. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Vygotsky, Lev Semiónovich (1978). Mind in Society. Cambridge, MA: Harvard University Press.
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