Introduction
The change in educational identity
Bibliographic Data
| ID | 5316583 |
|---|---|
| Authors | Carles Monereo (0000-0001-7447-985X, Universitat Autonòma de Barcelona, corresponding author) |
| Year | 2020 |
| Volume | 22 |
| Issue | 2 |
| Pages | 1571 |
| Publication date | 2020-08-31 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Quaderns de Psicologia (JOURNAL) |
| Journal identifiers | ISSN: 0211-3481 • E-ISSN: 2014-4520 |
| Publisher | Autonomous University of Barcelona (PUBLISHER • ES) |
| DOI | 10.5565/rev/qpsicologia.1571 |
| OpenAlex | W3082283218 |
| Language | EN |
| Citations received | 2 |
| References cited | 3 |
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.
Dialogical self · Humanities · Sociology · Education and Teacher Training · Educational theories and practices · Inclusive Education and Diversity · Philosophy · Psychology · Social Psychology
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |