Centrifugal-Centripetal Dynamics in the Dialogical Self : A Case Study of a Boundary Experience in Teacher Education
(2022) In Journal of Constructivist Psychology 35(2). p.795-814- Abstract
- 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... (More)
- 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. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/b450ecce-8e2c-4ecc-bc64-2ec87ac63c52
- author
- Henry, Alastair LU and Mollstedt, Maria
- publishing date
- 2022
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Dialogical self, Learning, Lärande, school placement, teacher identities, boundary experience
- in
- Journal of Constructivist Psychology
- volume
- 35
- issue
- 2
- pages
- 20 pages
- publisher
- Taylor & Francis
- external identifiers
-
- scopus:85101213482
- ISSN
- 1072-0537
- DOI
- 10.1080/10720537.2021.1889423
- language
- English
- LU publication?
- no
- additional info
- 2023-01-25T15:12:03.115+01:00
- id
- b450ecce-8e2c-4ecc-bc64-2ec87ac63c52
- alternative location
- http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-17049
- date added to LUP
- 2023-09-06 09:08:16
- date last changed
- 2023-09-18 13:24:59
@article{b450ecce-8e2c-4ecc-bc64-2ec87ac63c52,
abstract = {{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.}},
author = {{Henry, Alastair and Mollstedt, Maria}},
issn = {{1072-0537}},
keywords = {{Dialogical self; Learning; Lärande; school placement; teacher identities; boundary experience}},
language = {{eng}},
number = {{2}},
pages = {{795--814}},
publisher = {{Taylor & Francis}},
series = {{Journal of Constructivist Psychology}},
title = {{Centrifugal-Centripetal Dynamics in the Dialogical Self : A Case Study of a Boundary Experience in Teacher Education}},
url = {{http://dx.doi.org/10.1080/10720537.2021.1889423}},
doi = {{10.1080/10720537.2021.1889423}},
volume = {{35}},
year = {{2022}},
}