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

Autores/as

Resumen

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

Citas

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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

Publicado

31-08-2020

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