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The Dialogical Self Theory in Education pp 35–47Cite as

Dialogue, Inquiry, Changing Roles, and the Dialogical Self

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Part of the book series: Cultural Psychology of Education ((CPED,volume 5))

Abstract

This chapter draws upon Dialogical Self theory and Bakhtin’s theory of language to highlight the importance of dialogue, inquiry, and collaboration in teacher education courses. Teacher preparation is considered against the backdrop of contemporary U.S. school reforms, which favor standardized instructional practices and curriculum directives that grind against student-centered philosophies of teaching. Data from a qualitative study of problem-posing seminars in a graduate English Education program are used to illuminate the contributions that Dialogical Self theory can make to the field of teacher education. The study indexes the ways that scaffolded, collaborative dialogue can support teacher candidates’ formation of professional identities by creating conditions for novice teachers to explore the multiple I-positions they occupy as they make the transition from student to teacher. By examining the struggles, negotiations, and exchanges that occur as teacher candidates work to support one another during their student teaching experiences, this chapter discusses how Dialogical Self theory can inform teacher educators and inspire revisions to education methods courses.

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Author information

Authors and Affiliations

  1. English Education, Virginia Tech, Blacksburg, VA, USA

    Trevor Thomas Stewart

Authors
  1. Trevor Thomas Stewart
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Correspondence to Trevor Thomas Stewart .

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Editors and Affiliations

  1. Meijers Onderzoek & Advies , Wijchen, The Netherlands

    Frans Meijers

  2. Emeritus-professor of psychology, Radboud University of Nijmegen Emeritus-professor of psychology, Nijmegen, The Netherlands

    Hubert Hermans

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Stewart, T.T. (2018). Dialogue, Inquiry, Changing Roles, and the Dialogical Self. In: Meijers, F., Hermans, H. (eds) The Dialogical Self Theory in Education. Cultural Psychology of Education, vol 5. Springer, Cham. https://doi.org/10.1007/978-3-319-62861-5_3

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  • DOI: https://doi.org/10.1007/978-3-319-62861-5_3

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-62860-8

  • Online ISBN: 978-3-319-62861-5

  • eBook Packages: EducationEducation (R0)

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