Trajectory of dialogues in reflexive positioning: from uncertainty to innovation
Authors
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Brenda Angélica Lara-Subiabre
Universidad de Los Lagos
https://orcid.org/0000-0002-4636-0779
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Sandra Pérez Pérez
Universidad de Los Lagos
https://orcid.org/0009-0008-1090-6603
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Abstract
The study aimed to identify the dynamics of dialogue in the reflective positioning of a teacher training student during the implementation of an action research project. A qualitative approach was adopted through a case study. The participant, whose pseudonym is Cherry, voluntarily collaborated in this research. Information was collected through two reports (reflection and narration) and an interview. Content analysis was conducted on meaningful statements, from which the categories were developed. The results allowed us to identify both the types of participants and the movements that occur in Cherry's reflective positioning dialogues. Based on this, the participant's reflective positioning trajectory was reconstructed. The findings reveal how a willingness to engage in productive dialogue with different voices can contribute significantly to the modification of reflective positioning. Therefore, it is recommended that the development of this attribute of the reflective self be promoted in teacher training students. Furthermore, initial teacher training should move beyond viewing reflective positioning as a fragmented product. Finally, this work provides evidence of the dynamic nature of reflective teacher identity.Keywords:
dialogue, reflective teacher identity, student teachers, dialogical self theoryReferences
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