ABSTRACT

This study approaches teachers’ identity development from a dialogical viewpoint, focusing on teachers’ voices in a training course context about critical incidents (CIs) in teaching. The training course entailed the analysis and reflection of 15 CIs in online teaching from 12 online university teachers. The study’s empirical element was 328 written utterances voiced from participants in the virtual campus throughout the course. An analytical framework based on different types of teachers’ positions in teaching and a deductive content analysis approach were used to identify different types of teachers’ voices about CIs in teaching. The results showed that four types of teachers’ voices dominated the teachers’ discourses in CIs: the voices about the classroom CIs management and the teaching and learning processes (voices on the educational practice) and the voices about the teacher’s roles and professional learning (voices on the teacher himself/herself).

摘要

这项研究从对话的角度探讨了教师的身份发展，重点是在有关教学中关键事件（CIs）的培训课程中教师的声音。该培训课程需要分析和反思来自12位在线大学教师的15个CI的在线教学。该研究的经验元素是在整个课程中，虚拟校园中的参与者表达了328种书面话语。基于不同类型的教师在教学中的立场的分析框架和演绎内容分析方法被用来识别不同类型的教师在教学中对CI的声音。结果显示，在CI中，教师的话语占主导地位的有四种类型：关于课堂CI的管理者的话语权和课堂CI的话语权。教学过程（有关教育实践的声音）以及关于教师角色和专业学习的声音（有关教师本人的声音）。