Abstract

In the research about teachers’ professional development, there is an increasing interest in analyzing the processes related to the construction of their professional identities. However, in many studies this concept is not sufficiently defined and there is a lack of coherence between the theoretical assumptions and the methodological options used. Therefore, the main objective of this paper is to offer a definition of teacher professional identity, from a sociocultural and dialogical approach. We conceptualize the construction of teacher identity as a dialogic, relational, dynamic, and socio-historically situated process, which implies the discursive construction of meanings about oneself as a teacher and about the profession to which one belongs. In the second part of the paper we present some methodological implications that stem from this conceptualization and can be useful for designing research studying teachers’ professional identity.

摘要

在教师专业发展的研究中，越来越多的人对分析与其专业身份构建相关的过程感兴趣。然而，在许多研究中，这个概念没有得到充分定义，并且理论假设和所使用的方法选择之间缺乏连贯性。因此，本文的主要目的是从社会文化和对话的角度对教师专业身份进行定义。我们将教师身份的建构概念化为一个对话的、关系的、动态的和社会历史定位的过程，这意味着对自己作为教师和所属职业的意义的话语建构。