Carles Monereo
Biographic Data
| ID | 4249149 |
|---|---|
| NAME | Carles Monereo |
| GIVEN NAMES | Carles |
| FAMILY NAME | Monereo |
| SIGNATURE | MONEREO C |
| AFFILIATIONS | Universitat Autonòma de Barcelona |
| ORCID | 0000-0001-7447-985X |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1969 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
A dialogical approach to unveil hybrid researcher identities of educational PhD holders
PhD careers are becoming increasingly diverse, giving rise to hybrid career trajectories. PhD holders holding multiple concurrent academic and non-academic jobs navigate varied institutional contexts and cultures, often encountering contradictions. However, they can also foster distinct career opportunities and develop unique research identities. This study explored the identity development of educational hybrid researchers. We drew on Dialogical…
Self-Positions in student teachers’ perceptions of assessment
Assessment in higher education is crucial for learning and has been widely studied. However, students’ direct perceptions based on freely formulated narratives have rarely been studied. The present study used a mixed-method design to explore the assessment experiences of 135 student teachers between 2020 and 2024. Initially, emerging categories were identified from the narratives, and a categorisation exercise was developed with seven main dimens…
Education and dialogical self
The introduction of the Dialogical Self Theory in the field of education has not received the recognition it deserves. In this article we intend to prove the importance of research in DST, reviewing its main contributions to the psychology of education for the past decade. To this end, we have organized it into three thematic areas: dialogical teaching and learning processes, professional identity in different educational levels, and studies pert…
Early career researchers’ identity positions based on research experiences
This study analyses early career researchers’ identity positions from a dialogical-self perspective and their experiences when facing significant research events over their career trajectory. An idiographic longitudinal approach, based on the Interpretative Phenomenological Analysis (IPA), and a narrative methodology were used. Five social science researchers at the beginning of their careers fulfilled a Journey Plot and participated in longitudi…
El proyecto PsicoFight
Peer Reviewed
Doctoral Support Networks
Doctoral candidates rely on diverse individuals to cope with the challenges of their doctoral trajectory. In this article we define Doctoral Support Networks (DSNs) as the group of individuals with whom the doctoral candidate intentionally collaborates in order to deal with the problems and difficulties of the doctorate. We aim to explore the characteristics of this type of networks and their relationships with doctoral program conditions and res…
A dialogical self-approach to understanding teacher identity in times of educational innovations
Scientific literature has repeatedly demonstrated the difficulty of implementing relevant and sustained educational innovations. In this article, we defend that a deep and permanent change can only be achieved if the professional identity of the teachers participating in the innovation is changed. From the perspective of the Dialogical Self Theory, this change of identity implies a change in the I-positions of the individual participants, but als…
Introduction
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 centra…
The role of critical incidents in the dialogical construction of teacher identity. Analysis of a professional transition case
The development of university teachers’ professional identity
This study investigated whether changes can occur on indicators of teachers’ professional identity (TPI) when teachers and students share representations about what happens in class during an academic term. TPI is a process of constant negotiation between the different I-positions of teachers at the personal, social and cultural levels. The main indicators underlying this identity are: teachers’ representations and perceptions of their own academ…
Las evaluaciones externas como andamiaje de las prácticas de evaluación
La cuestión fundamental a la que trata de responder este artículo es si las evaluaciones de carácter externo pueden actuar como un andamiaje educativo, suscitando cambios efectivos en las prácticas docentes que habitualmente se desarrollan en clase. La respuesta de este trabajo es afirmativa, siempre y cuando se cumplan determinadas condiciones: partir de un instrumento de evaluación reconocido por el profesorado y que haya sido elaborado a parti…
R. Fernández Ballesteros y cols
R. FERNÁNDEZ BALLESTEROS y cols: Nuevas aportaciones en evaluación conductual.
Pelechano, V. y cols
Obra ressenyada: PELECHANO, V. y cols: Intervención psicológica.
Ser un docente estratégico
El artículo que presentamos responde a una doble finalidad. Por una parte nos proponemos ampliar el marco conceptual que fundamenta la noción de docente estratégico con el fin de hacerlo más explicativo y ayudar a entender mejor las dificultades de los profesores cuando deben enfrentarse a situaciones conflictivas desestabilizadoras a distintos niveles (conceptual, estratégica y emocionalmente). Para ello, en la primera parte definimos y caracter…
The programmed instruction applied to self-care behaviors
In the introduction of this article the self-care behaviour is defined and peinted out in relation to the basic independence habits and to the socialbehaviour and goes on to emphasize the fonctional and preventive importance of the apprenticeship of this kind of repertory and its didactic programming .In second place and after some reflexions about the programmed teaching in our country at the present moment, the steps to follow in the elaboratio…
Investigación educativa
En el presente comentario al texto del profesor E. Sánchez se defiende la necesidad de investigar y formar a los profesores “desde el aula”, partiendo de los contextos específicos en los que se desenvuelven las prácticas educativas, y no “para el aula”, tratando de extrapolar, con mayor o menor sensibilidadecológica, los resultadis obtenidos en situaciones de laboratorio. En este sentido se apunta la dificultad de complementar estudios de corte e…
Estrategias de lectura y producción de textos académicos. Leer para evaluar un texto científico
El presente estudio tuvo la finalidad de identificar, describir y analizar las estrategias de lectura y escritura que aplicaron cinco lectores y escritores expertos, integrantes de un comité o tribunal, para evaluar la idoneidad de un trabajo de investigación. Los lectores utilizaron la técnica de protocolo verbal en la revisión del documento y los datos arrojados se analizaron con Atlas/ti. La unidad de análisis correspondió a las secuencias est…
Investigación educativa
En el presente comentario al texto del profesor E. Sánchez se defiende la necesidad de investigar y formar a los profesores “desde el aula”, partiendo de los contextos específicos en los que se desenvuelven las prácticas educativas, y no “para el aula”, tratando de extrapolar, con mayor o menor sensibilidadecológica, los resultadis obtenidos en situaciones de laboratorio. En este sentido se apunta la dificultad de complementar estudios de corte e…
Doctoral Support Networks
Doctoral candidates rely on diverse individuals to cope with the challenges of their doctoral trajectory. In this article we define Doctoral Support Networks (DSNs) as the group of individuals with whom the doctoral candidate intentionally collaborates in order to deal with the problems and difficulties of the doctorate. We aim to explore the characteristics of this type of networks and their relationships with doctoral program conditions and res…
The development of university teachers’ professional identity
This study investigated whether changes can occur on indicators of teachers’ professional identity (TPI) when teachers and students share representations about what happens in class during an academic term. TPI is a process of constant negotiation between the different I-positions of teachers at the personal, social and cultural levels. The main indicators underlying this identity are: teachers’ representations and perceptions of their own academ…
Estrategias de lectura y producción de textos académicos. Leer para evaluar un texto científico
El presente estudio tuvo la finalidad de identificar, describir y analizar las estrategias de lectura y escritura que aplicaron cinco lectores y escritores expertos, integrantes de un comité o tribunal, para evaluar la idoneidad de un trabajo de investigación. Los lectores utilizaron la técnica de protocolo verbal en la revisión del documento y los datos arrojados se analizaron con Atlas/ti. La unidad de análisis correspondió a las secuencias est…
Investigación educativa
En el presente comentario al texto del profesor E. Sánchez se defiende la necesidad de investigar y formar a los profesores “desde el aula”, partiendo de los contextos específicos en los que se desenvuelven las prácticas educativas, y no “para el aula”, tratando de extrapolar, con mayor o menor sensibilidadecológica, los resultadis obtenidos en situaciones de laboratorio. En este sentido se apunta la dificultad de complementar estudios de corte e…
R. Fernández Ballesteros y cols
R. FERNÁNDEZ BALLESTEROS y cols: Nuevas aportaciones en evaluación conductual.
Pelechano, V. y cols
Obra ressenyada: PELECHANO, V. y cols: Intervención psicológica.
Ser un docente estratégico
El artículo que presentamos responde a una doble finalidad. Por una parte nos proponemos ampliar el marco conceptual que fundamenta la noción de docente estratégico con el fin de hacerlo más explicativo y ayudar a entender mejor las dificultades de los profesores cuando deben enfrentarse a situaciones conflictivas desestabilizadoras a distintos niveles (conceptual, estratégica y emocionalmente). Para ello, en la primera parte definimos y caracter…
The programmed instruction applied to self-care behaviors
In the introduction of this article the self-care behaviour is defined and peinted out in relation to the basic independence habits and to the socialbehaviour and goes on to emphasize the fonctional and preventive importance of the apprenticeship of this kind of repertory and its didactic programming .In second place and after some reflexions about the programmed teaching in our country at the present moment, the steps to follow in the elaboratio…
Las evaluaciones externas como andamiaje de las prácticas de evaluación
La cuestión fundamental a la que trata de responder este artículo es si las evaluaciones de carácter externo pueden actuar como un andamiaje educativo, suscitando cambios efectivos en las prácticas docentes que habitualmente se desarrollan en clase. La respuesta de este trabajo es afirmativa, siempre y cuando se cumplan determinadas condiciones: partir de un instrumento de evaluación reconocido por el profesorado y que haya sido elaborado a parti…
The development of university teachers’ professional identity
This study investigated whether changes can occur on indicators of teachers’ professional identity (TPI) when teachers and students share representations about what happens in class during an academic term. TPI is a process of constant negotiation between the different I-positions of teachers at the personal, social and cultural levels. The main indicators underlying this identity are: teachers’ representations and perceptions of their own academ…
The role of critical incidents in the dialogical construction of teacher identity. Analysis of a professional transition case
El proyecto PsicoFight
Peer Reviewed
Doctoral Support Networks
Doctoral candidates rely on diverse individuals to cope with the challenges of their doctoral trajectory. In this article we define Doctoral Support Networks (DSNs) as the group of individuals with whom the doctoral candidate intentionally collaborates in order to deal with the problems and difficulties of the doctorate. We aim to explore the characteristics of this type of networks and their relationships with doctoral program conditions and res…
A dialogical self-approach to understanding teacher identity in times of educational innovations
Scientific literature has repeatedly demonstrated the difficulty of implementing relevant and sustained educational innovations. In this article, we defend that a deep and permanent change can only be achieved if the professional identity of the teachers participating in the innovation is changed. From the perspective of the Dialogical Self Theory, this change of identity implies a change in the I-positions of the individual participants, but als…
Introduction
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 centra…
Early career researchers’ identity positions based on research experiences
This study analyses early career researchers’ identity positions from a dialogical-self perspective and their experiences when facing significant research events over their career trajectory. An idiographic longitudinal approach, based on the Interpretative Phenomenological Analysis (IPA), and a narrative methodology were used. Five social science researchers at the beginning of their careers fulfilled a Journey Plot and participated in longitudi…
Education and dialogical self
The introduction of the Dialogical Self Theory in the field of education has not received the recognition it deserves. In this article we intend to prove the importance of research in DST, reviewing its main contributions to the psychology of education for the past decade. To this end, we have organized it into three thematic areas: dialogical teaching and learning processes, professional identity in different educational levels, and studies pert…
Self-Positions in student teachers’ perceptions of assessment
Assessment in higher education is crucial for learning and has been widely studied. However, students’ direct perceptions based on freely formulated narratives have rarely been studied. The present study used a mixed-method design to explore the assessment experiences of 135 student teachers between 2020 and 2024. Initially, emerging categories were identified from the narratives, and a categorisation exercise was developed with seven main dimens…
A dialogical approach to unveil hybrid researcher identities of educational PhD holders
PhD careers are becoming increasingly diverse, giving rise to hybrid career trajectories. PhD holders holding multiple concurrent academic and non-academic jobs navigate varied institutional contexts and cultures, often encountering contradictions. However, they can also foster distinct career opportunities and develop unique research identities. This study explored the identity development of educational hybrid researchers. We drew on Dialogical…
Psychology (11 works) · Humanities (8 works) · Pedagogy (8 works) · Dialogical self (7 works) · Social Psychology (7 works) · Sociology (7 works) · Mathematics education (5 works) · Social Representations and Identity (5 works) · Art (4 works) · Computer Science (4 works)