Building teacher identity through the process of positioning

被引：89

作者：

Arvaja, Maarit ^{[1
]}

机构：

[1] Univ Jyvaskyla, Finnish Inst Educ Res, POB 35, Jyvaskyla 40014, Finland

来源：

TEACHING AND TEACHER EDUCATION | 2016年 / 59卷

关键词：

Teacher identity; Narrative identity construction; Dialogical self; Positioning; SELF; CONSTRUCTION; CONTEXTS; AGENCY; SENSE;

D O I：

10.1016/j.tate.2016.07.024

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study explores teacher identity work in the context of a one-year programme, Pedagogical Studies for Adult Educators. The data consist of weekly learning diaries written by Anna, a university teacher, during one academic year. The diaries are analysed by means of dialogically oriented narrative analysis leaning on Bakhtinian notions of voicing and ventriloquation. The results show how Anna positions her storytelling and narrated self in relation to relevant characters by voicing and evaluating these characters. The construct of positioning provides tools for understanding the relationship between the self and others in teacher identity. (C) 2016 Elsevier Ltd. All rights reserved.

引用

页码：392 / 402

页数：11

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