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Centrifugal-Centripetal Dynamics in the Dialogical Self: A Case Study of a Boundary Experience in Teacher Education
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. (BUV)ORCID iD: 0000-0001-7789-9032
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. (BUV)
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. Vol. 35, no 2, p. 795-814
Keywords [en]
Dialogical self; boundary experience; teacher identities; school placement
National Category
Learning
Research subject
Child and Youth studies
Identifiers
URN: urn:nbn:se:hv:diva-17049DOI: 10.1080/10720537.2021.1889423ISI: 000620519100001Scopus ID: 2-s2.0-85101213482OAI: oai:DiVA.org:hv-17049DiVA, id: diva2:1599641
Available from: 2021-10-01 Created: 2021-10-01 Last updated: 2023-01-25

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Henry, AlastairMollstedt, Maria

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