Convertirse en investigador. Métodos basados en el Self Dialógico para la formación de la identidad de estudiantes de postgrado

Crista Weise, Macarena Lamas, Nuria Suñé

Resumen

Siguiendo la teoría del self dialógico tenemos como objetivo determinar cómo un curso basado en el desarrollo de la identidad podría contribuir a generar cambios en las posiciones identitarias (I-positions) de los participantes. Exploramos los cambios producidos y establecemos qué dispositivos contribuyeron más al desarrollo de la I-position de los estudiantes en tanto investigadores. Reali-zamos el estudio en un curso de la línea de investigación del Máster Oficial en Psicología de la Educación en una universidad española. Los hallazgos sugieren que se produjeron cambios signifi-cativos en las I-positions de los estudiantes, fortaleciendo las relacionadas con la investigación. Los métodos que más contribuyeron fueron el juego de roles, los informes individuales y la entre-vista entre pares. Estos hallazgos contribuyen a una mejor comprensión del cambio y desarrollo de las I-position en el proceso de convertirse en investigador y también aporta métodos educativos valiosos para mejorar la formación de los investigadores junior.

Palabras clave

Investigadores; Educación Superior; Formación de la Identidad; Self dialógico 

Texto completo:

PDF (English)

Referencias

Akkerman, Sanne & Meijer, Paulien. (2010). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 30(2), 308-319. https://doi.org/10.1016/j.tate.2010.08.013

Batory, Anna; Bąk, Waclaw; Oleś, Piotr K. & Puchalska-Wasyl, Malgorzata. (2010). The Dialogical Self: Research and Applications. Psychology of Language and Communication, 14(1), 45-59. https://doi.org/10.2478/v10057-010-0003-8

Batory, Ana María. (2015). What Self-Aspects Appear Significant When Identity Is in Danger? Motives Crucial Under Identity Threat. Journal of Constructivist Psychology, 28(2), 166-180. https://doi.org/10.1080/10720537.2014.923353

Barnacle, Robyn & Mewburn, Inger. (2010). Learning Networks and the Journey of ‘Becoming Doctor’. Studies in Higher Education, 35(4), 433-44.

Berzonsky, Michael & Kuk, Linda. (2000). Identity status, identity processing style, and the transition to university. Journal of Adolescent Research, 15(1), 81-98. https://doi.org/10.1177/0743558400151005

Castelló, Monserrat; Pardo, Marta; Sala-Bubaré, Anna & Suñe-Soler, Nuria. (2017). Why do students consider dropping out of doctoral degrees? Institutional and personal factors. Higher Education, 74, 1053-1068. https://doi.org/10.1007/s10734-016-0106-9

Corneliussen, Hilde G., & Walker Rettberg, Jill. (2008). Digital Culture, Play, and Identity: A World of Warcraft® Reader. Identity. Cambridge, Massachusetts, London, Inglaterra: MIT Press

Creswell, John; Plano Clark, Vickie; Gutmann, Michelle & Hanson, William (2003). Advanced Mixed Methods research designs. En Abbas Tashakkori & Charles Teddlie (Eds.), Handbook of Mixed Methods in social and behavioral research (pp. 209-240). Thousand Oaks, CA: Sage.

Flick, Uwe. (2009). An Introduction To Qualitative Research. London UK: Sage Publications. https://doi.org/978-1-84787-323-1

Gunnlaugson, Olen. (2006). Generative Dialogue as a Transformative Learning Practice in Adult and Higher Education Settings. Journal of Adult and Continuing Education, 12(1), 2-19. https://doi.org/10.7227/jace.12.1.2

Hall, Leigh A. & Burns, Leslie. (2009). Identity Development and Mentoring in Doctoral Education. Harvard Educational Review, 79(1), 49-70.

Hancock, Sally & Walsh, Elaine. (2014). Beyond knowledge and skills: rethinking the development of professional identity during the STEM doctorate. Studies in Higher Education, 41(1), 37-50. https://doi.org/10.1080/03075079.2014.915301

Hermans, Hubert. (2003). The Construction and Reconstruction of a Dialogical Self. Journal of Constructivist Psychology ,16(2), 89-130. https://doi.org/10.1080/10720530390117902

Hermans, Hubert. (2018). Society in the self: A theory of identity in democracy. Society in the Self: A Theory of Identity in Democracy. London UK: Oxford University Press. https://doi.org/10.1093/oso/9780190687793.001.0001

Hermans, Hubert & Hermans-Konopka, Agnieszka. (2010). Dialogical self theory: Positioning and counter-positioning in a globalizing society. Dialogical Self Theory: Positioning and Counter-Positioning in a Globalizing Society. Cambridge UK: Cambridge University Press. https://doi.org/10.1017/CBO9780511712142

Hermans, Hubert & Kempen, Harry. (1995). Body, Mind and Culture: The Dialogical Nature of Mediated Action. Culture & Psychology, 1(1), 103-114. https://doi.org/10.1177/1354067X9511007

Hunter, Anne-Barrie; Laursen, Sandra, & Seymour, Elaine. (2007). Becoming a scientist: The role of undergraduate research in students’ cognitive, personal, and professional development. Science Education, 91(1),36-74. https://doi.org/10.1002/sce.20173

Hyun, Jenny; Quinn, Brian; Madon, Temina & Lustig, Steve. (2006). Graduate Student Mental Health: Needs Assessment and Utilization of Counseling Services. Journal of College Student Development, 47(3), 247-266. https://doi.org/10.1353/csd.2006.0030

Kashima, Emiko & Loh, Evelyn. (2006). International students’ acculturation: Effects of international, conational, and local ties and need for closure. International Journal of Intercultural Relations, 30(4), 471-485. https://doi.org/10.1016/j.ijintrel.2005.12.003

Kiley, Margaret & Wisker, Gina. (2009). Threshold concepts in research education and evidence of threshold crossing. Higher Education Research & Development, 28(4), 431-441. https://doi.org/10.1080/07294360903067930

LaPointe, Kirsi (2010). Narrating career, positioning identity: Career identity as a narrative practice. Journal of Vocational Behavior, 77(1), 1-9. https://doi.org/10.1016/j.jvb.2010.04.003

Ligorio, Beatrice. (2010). Dialogical relationship between identity and learning. Culture and Psychology, 16(1), 93-107. https://doi.org/10.1177/1354067X09353206

Linell, Per & Markovä, Ivana. (1993). Acts in Discourse: From Monological Speech Acts to Dialogical Inter-Acts. Journal for the Theory of Social Behaviour, 23(2), 173-195. https://doi.org/10.1111/j.1468-5914.1993.tb00236.x

Lowe, Roger. (2005). Structured methods and striking moments: Using question sequences in “living” ways. Family Process, 44(1), 65-75. https://doi.org/10.1111/j.1545-5300.2005.00042.x

Mantai, Lilia (2015): Feeling like a researcher: experiences of early doctoral students in Australia. Studies in Higher Education, 42(4), 636-650 http://dx.doi.org/10.1080/03075079.2015.1067603

McAlpine, Lynn. (2012). Identity-Trajectories: Doctoral Journeys from Past to Present to Future. Australian Universities’ Review, 54(1), 38-46. https://files.eric.ed.gov/fulltext/EJ968518.pdf

McAlpine, Lynn; Amundsen, Cheryl & Turner, Gill. (2014). Identity-trajectory: Reframing early career academic experience. British Educational Research Journal, 40(6), 952-969. https://doi.org/10.1002/berj.3123

McCorquodale, Lisa Lynn. (2015). Mindfulness and professional practice: a generative dialogue. Reflective Practice, 16(2), 230-241. https://doi.org/10.1080/14623943.2015.1005587

Mikes-Liu, Kristof; Goldfinch, Margaret; MacDonald, Chloe & Ong, Ben. (2016). Reflective Practice: An Exercise in Exploring Inner Dialogue and Vertical Polyphony. Australian and New Zealand Journal of Family Therapy, 37(3), 256-272. https://doi.org/10.1002/anzf.1166

Monereo, Carles; Badia, Antoni; Bilbao, Gilda; Cerrato, María & Weise, Crista. (2009). Ser un docente estratégico. Cuando cambiar la estrategia no basta. Cultura & Educación, 21(3), 237-256. https://doi.org/10.1174/113564009789052343

Monereo, Carles; Weise, Crista & Alvarez, Ibis. (2013). Cambiar la identidad docente en la universidad. Formación basada en incidents dramatizados. Infancia y Aprendizaje, 36(3), 323-340. https://doi.org/10.1174/021037013807533043

Neuendorf, Kimberly (2017). The Content Analysis Guidebook. Los Ángeles: Sage Publications. http://lccn.loc.gov/2015044657

Parker, Rachel. (2009). A learning community approach to doctoral education in the social sciences. Teaching in Higher Education, 14(1), 43-54. https://doi.org/10.1080/13562510802602533

Sala-Bubaré, Anna & Castelló, Monserratt. (2017). Exploring the relationship between doctoral students’ experiences and research community positioning. Studies in Continuing Education, 39(1), 16-34. https://doi.org/10.1080/0158037X.2016.1216832

Skakni, Isabelle & McAlpine, Lynn. (2017). Post-PhD researchers’ experiences: an emotionally rocky road. Studies in Graduate and Postdoctoral Education, 8(2), 205-219. https://doi.org/10.1108/sgpe-d-17-00026

Svein, Kyvik & Terje Bruen, Olsen (2012) The relevance of doctoral training in different labour markets, Journal of Education and Work, 25(2), 205-224. https://doi.org/10.1080/13639080.2010.538376

Swann, William; Chang-Schneider, Christine & Larsen McClarty, Katie. (2007). Do people’s self-views matter? Self-concept and self-esteem in everyday life. American Psychologist, 62(2), 84-94. https://doi.org/10.1037/0003-066x.62.2.84

Tobin, Kenneth. (2006). Learning to teach through coteaching and cogenerative dialogue. Teaching Education, 17(2), 133-142. https://doi.org/10.1080/10476210600680358

Triggs, Eric; Victor, Christian; Ross, Fiona & Axford, John (2000). Primary care-based evaluation of patient education for osteoarthritis of the knee. Methods of Information in Medicine, 39(3), 241-5.

Turkle, Sherry. (1994). Constructions and Reconstructions of Self in Virtual Reality: Playing in the MUDs. Mind, Culture, and Activity, 1(3), 158-167. https://doi.org/10.1080/10749039409524667

Vähäsantanen, Katja; Hökkä, Päivi; Paloniemi, Susanna; Herranen, Sanna & Eteläpelto, Anneli. (2017). Professional learning and agency in an identity coaching programme. Professional Development in Education, 43(4), 514-536 https://doi.org/10.1080/19415257.2016.1231131

Vignoles, Vivian; Manzi, Claudia; Regalia, Camillo; Jemmolo, Simone & Scabini, Eugenia. (2008). Identity motives underlying desired and feared possible future selves. Journal of Personality, 76(5), 1165-1200.

https://doi.org/10.1111/j.1467-6494.2008.00518.x

Wenger, Etienne. (1999). Communities of practice: Learning, meaning, and Identity. Learning in doing. UK: Cambridge University Press. https://doi.org/10.2277/0521663636

Ylijoki, Oili-Helena & Ursin, Jani. (2013). The construction of academic identity in the changes of Finnish higher education. Studies in Higher Education, 38(8),1135-1149. https://doi.org/10.1080/03075079.2013.833036

Métricas de artículo

Cargando métricas ...

Metrics powered by PLOS ALM
Copyright (c) 2020 Autor