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.

摘要

对话的自我被概念化为相对自主的我的动态变化的集合-职位。边界体验是一种事件或情况，其中在冲突的 I 位置之间经历的紧张导致对话自我内的重新配置。在边界体验中，不确定性或挑战会引发去中心化（离心）运动，从而破坏自我的偶然稳定性。这些运动可以通过旨在恢复连续性和一致性的中心（向心）运动来平衡。本案例研究将边界体验作为一个运动过程进行调查，探讨了在具有挑战性的学校安置期间，职前教师的对话自我中的离心-向心动力学。研究中使用的数据来自于参与者和对话伙伴之间在线讨论的每日贡献形式的反思性/反思性写作。研究结果表明，参与者的教师身份系统中存在两个交替互补/冲突的 I 位置，并阐明了元位置和启动位置在解决身份紧张方面所起的作用。认识到边界体验如何分布在一系列事件中，每一个事件都有助于重新配置过程，该研究强调了在专业学习的背景下调查变革性体验的重要性。