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Mollstedt, Maria
Publications (3 of 3) Show all publications
Henry, A. & Mollstedt, M. (2022). Centrifugal-Centripetal Dynamics in the Dialogical Self: A Case Study of a Boundary Experience in Teacher Education. Journal of constructivist psychology, 35(2), 795-814
Open this publication in new window or tab >>Centrifugal-Centripetal Dynamics in the Dialogical Self: A Case Study of a Boundary Experience in Teacher Education
2022 (English)In: Journal of constructivist psychology, ISSN 1072-0537, E-ISSN 1521-0650, Vol. 35, no 2, p. 795-814Article in journal (Refereed) Published
Abstract [en]

The dialogical self is conceptualized as a dynamically shifting collection of relatively autonomous I-positions. A boundary experience is an event or situation where tension experienced between conflicting I-positions leads to reconfiguration within the dialogical self. In a boundary experience, uncertainty or a challenge can trigger decentering (centrifugal) movements which can disrupt the self’s contingent stability. These movements can be counterbalanced by centering (centripetal) movements aimed at restoring continuity and consistency. Investigating a boundary experience as a process in motion, this individual case study explores centrifugal-centripetal dynamics in the dialogical self of a preservice teacher during a challenging school placement. Data used in the study derives from reflective/reflexive writing in the form of daily contributions to an online discussion between the participant and a dialogue partner. Findings point to the presence of two alternately complementary/conflicting I-positions in the participant’s teacher identity system and shed light on the roles played by meta- and promoter positions in addressing identity tensions. Recognizing how a boundary experience can be distributed across a range of events, each of which can contribute to processes of reconfiguration, the study underscores the importance of investigating transformative experiences in contexts of professional learning.

Place, publisher, year, edition, pages
Taylor & Francis, 2022
Keywords
Dialogical self; boundary experience; teacher identities; school placement
National Category
Learning
Research subject
Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-17049 (URN)10.1080/10720537.2021.1889423 (DOI)000620519100001 ()2-s2.0-85101213482 (Scopus ID)
Available from: 2021-10-01 Created: 2021-10-01 Last updated: 2023-01-25
Elgemark, A. & Mollstedt, M. (2021). Changing English, Changing Challenges: The Work of Teaching English in a Context of Diverse Experiences. In: Alastair Henry & Åke Persson (Ed.), Engaging with Work in English Studies: An Issue-based Approach (pp. 151-171). Cham: Springer
Open this publication in new window or tab >>Changing English, Changing Challenges: The Work of Teaching English in a Context of Diverse Experiences
2021 (English)In: Engaging with Work in English Studies: An Issue-based Approach / [ed] Alastair Henry & Åke Persson, Cham: Springer, 2021, p. 151-171Chapter in book (Other academic)
Abstract [en]

Today, teachers of English are facing new challenges. As a language and as a school subject, English is in a process of transformation. Learners’ encounters with English are constantly changing, resulting in classrooms where experiences are diverse and proficiency levels vary widely. In such contexts, teachers’ professional development becomes increasingly important. This chapter draws attention to the need to include and promote language awareness as a central element in the education of preservice teachers learning the work of teaching English. With language awareness firmly cemented as a part of an English teacher’s professional practice, and with working approaches that emphasize both function and form, students can better become equipped as speakers and users of English in a globalized world.

Place, publisher, year, edition, pages
Cham: Springer, 2021
Keywords
English, language awareness, professional development
National Category
Didactics Specific Languages
Identifiers
urn:nbn:se:hv:diva-17677 (URN)10.1007/978-3-030-69720-4 (DOI)978-3-030-69719-8 (ISBN)978-3-030-69720-4 (ISBN)
Available from: 2021-11-02 Created: 2021-11-02 Last updated: 2021-11-02Bibliographically approved
Henry, A. & Mollstedt, M. (2021). The other in the self: Mentoring relationships and adaptive dynamics in preservice teacher identity construction. Learning, Culture and Social Interaction, 31, Article ID 100568.
Open this publication in new window or tab >>The other in the self: Mentoring relationships and adaptive dynamics in preservice teacher identity construction
2021 (English)In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 31, article id 100568Article in journal (Refereed) Published
Abstract [en]

Mentors play a crucial role in preservice teachers' (PTs) professional development. Identity construction has not however been examined in the context of specific mentoring relationships, or as a process in motion. Drawing on the theory of the Dialogical Self, and its notion of dialogically constituted identities (I-positions), this case study explores PT identity construction and adaptive dynamics in two mentoring relationships. Identity narratives created during a five-week school placement are examined. Results show how, in a mentoring relationship, an internal I-position referencing a particular teaching identity is constructed in relation to an external I-position representing the PT's mentor. They demonstrate how a shift between teaching identities (internal I-positions) can be understood as a response to a perspective ‘voiced’ by an external position. Findings suggest that, in mentoring contexts, identity needs to be understood as constructed in interactions between self and other within a dynamically shifting relationship.

Place, publisher, year, edition, pages
Elsevier, 2021
Keywords
Teacher identity, Mentoring, School placements, Dialogical self, Internally persuasive borderland discourse
National Category
Pedagogy
Research subject
Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-17791 (URN)10.1016/j.lcsi.2021.100568 (DOI)000709908400003 ()2-s2.0-85116913142 (Scopus ID)
Available from: 2021-12-22 Created: 2021-12-22 Last updated: 2022-04-01
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