Un enfoque dialógico del self para comprender la identidad del profesor en tiempos de innovaciones educativas

Carles Monereo, Antoni Badia


La literatura científica ha demostrado repetidamente la dificultad de implementar innovaciones educativas relevantes y sostenidas. En este artículo, sostenemos que sólo se puede lograr un cambio profundo y permanente si se cambia la identidad profesional de los docentes que participan en la innovación. Desde la perspectiva de la Teoría del Self Dialógico, este cambio de identidad implica un cambio en las I-posiciones de los participantes individuales, pero también de su identidad como equipo o We-posición.

Palabras clave

Educación; Personal docente; Identidad profesional del profesor; Teoría del self dialógico

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