The other in the self : Mentoring relationships and adaptive dynamics in preservice teacher identity construction
(2021) In Learning, Culture and Social Interaction 31.- Abstract
- 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... (More)
- 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. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/064a317b-e165-4aa3-a1bc-e7e3354b806e
- author
- Henry, Alastair LU and Mollstedt, Maria
- publishing date
- 2021
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Teacher identity, Mentoring, School placements, Dialogical self, Internally persuasive borderland discourse, Pedagogy, Pedagogik
- categories
- Higher Education
- in
- Learning, Culture and Social Interaction
- volume
- 31
- article number
- 100568
- publisher
- Elsevier
- external identifiers
-
- scopus:85116913142
- ISSN
- 2210-6561
- DOI
- 10.1016/j.lcsi.2021.100568
- language
- English
- LU publication?
- no
- additional info
- 2022-04-01T08:45:10.393+02:00
- id
- 064a317b-e165-4aa3-a1bc-e7e3354b806e
- alternative location
- http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-17791
- date added to LUP
- 2023-09-06 09:08:36
- date last changed
- 2023-09-22 07:46:13
@article{064a317b-e165-4aa3-a1bc-e7e3354b806e,
abstract = {{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.}},
author = {{Henry, Alastair and Mollstedt, Maria}},
issn = {{2210-6561}},
keywords = {{Teacher identity; Mentoring; School placements; Dialogical self; Internally persuasive borderland discourse; Pedagogy; Pedagogik}},
language = {{eng}},
publisher = {{Elsevier}},
series = {{Learning, Culture and Social Interaction}},
title = {{The other in the self : Mentoring relationships and adaptive dynamics in preservice teacher identity construction}},
url = {{http://dx.doi.org/10.1016/j.lcsi.2021.100568}},
doi = {{10.1016/j.lcsi.2021.100568}},
volume = {{31}},
year = {{2021}},
}