Diyalojik Benlik Teorisi ve Öğretmen Kimliği: Sistematik Derleme Çalışması

Abstract

Öğretmen eğitiminden başlayarak, öğretmen kimliğinin mesleki gelişimde önemli bir yeri bulunmaktadır. Çalışmalarda, sıklıkla öğretmen kimliği gelişimi ve öğretmen benlik algısı üzerine çalışılmış olsa da öğretmen kimliğinde benlik gelişimine ve Diyalojik Benlik Teorisi konusunda çalışmalar sınırlıdır. Öğretmen benlik gelişimi için fırsatlar sunan Diyalojik Benlik Teorisi, öğretmenin benliğindeki değişiminden başlayarak, kimlik gelişimi için önemli katkılar sunmaktadır. Alanyazında Diyalojik Benlik Teorisi ve öğretmen kimliğine ait az çalışma bulunmasından dolayı, yürütülen amprik çalışmalarının yönelimlerin bilinmesinin hem Diyalojik Benlik hem de öğretmen kimliği çalışmaları için katkı sağlayacağı düşünülmektedir. Bu araştırmada, Diyalojik Benlik Teorisi ve öğretmen kimliği üzerine yapılan çalışmaların araştırma yönelimleri, sonuç ve önerilerinin sistematik derleme yapılması amaçlanmıştır. Bu çalışma doğrultusunda belirlenen dahil etme ve dışlama ölçütlerine göre 19 makale ve 1 tez belirlenmiştir. Çalışmaların yönelimleri için “Araştırma Yönelim Formu” ve sonuçlar-öneriler için “Sonuç ve Öneri inceleme Formu” kullanılarak tarama yapılmıştır. Verilerin analizinde betimsel içerik analizi kullanılarak araştırmanın yönelimleri ve 8 tema altında toplanan sonuç ve önerileri raporlaştırılmıştır. Araştırmaların yönelimlerinde, yayımlanan çalışmaların ağırlıklı olarak 2021 yılına ait olduğu görülmüştür. Yayımlanan çalışmaların yöntemsel eğilimi olarak ise nitel araştırma yöntemlerinin tercih edildiği görülmüştür. Çalışmaların sonuçlarının ve önerilerinin Diyalojik Benlik Teorisi, kimlik, iç benlik, dış benlik, pozisyonların çoğaltılması, öğretmen eğitimi ve stratejiler temalarına odaklandığı görülmüştür.

Keywords

• Öğretmen kimliği
• benlik ve kimlik
• profesyonel gelişim
• diyalojik benlik teorisi

Dialogical Self Theory and Teacher identity: A Systematic Review

Abstract

Teacher identity has an important place in professional development, especially in teacher education. Although the researches have often focused on teacher identity development and teacher self-perception, there are very limited studies on self-development in teacher identity and Dialogical Self Theory. Dialogical Self Theory, which offers opportunities for teacher self-development, makes important contributions to identity development, starting with the change in the teacher's self. Since there are few studies on Dialogical Self Theory and teacher identity in the literature, it is thought that knowing the trends of empirical studies will contribute to both Dialogical Self Theory and teacher identity researches. The aim of the paper is to present a systematic review of Dialogical Self Theory conducted on teacher identity. According to the inclusion and exclusion criteria determined in this study, 19 articles and 1 thesis were determined. The literature review was conducted using “Research Tendency Form" for the orientations of the studies. The "Conclusion and Suggestion Review Form" was also used for the results-recommendations. In the analysis of the data, descriptive content analysis was used and the tendencies of the studies and the results and suggestions gathered under 8 themes were reported. It was concluded that in the trends of the researches, the years of the studies are mainly in 2021 and qualitative research methods are preferred as the research method. Also, it was found out that the results and recommendations of the researches focus on the themes of Dialogical Self Theory, identity, internal self, external self, multiple I-position, teacher education and strategies.

Keywords

• Teacher identity
• self and identity
• professional development
• dialogical self-theory

References

1. Alexander, R. (2005). Towards dialogic teaching: Rethinking classroom talk. Dialogos.
2. Alsup J. (2005). Teacher identity discourses: Negotiating personal and professional spaces. Lawrence Erlbaum Associates: New Jersey.
3. Arvaja, M. (2016). Building teacher identity through the process of positioning. Teaching and Teacher Education, 59, 392-402.
4. Aslan, D., & Köksal-Akyol, A. (2006). Okul öncesi öğretmen adaylarının öğretmenlik mesleğine yönelik tutumları ve mesleki benlik saygılarının incelenmesi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 15(2), 51-60.
5. Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189.
6. Çelik, Ö., Yorulmaz, A., & Çokçalışkan, H. (2021). Pre-service primary school teachers’ beliefs about consistency of the teacher training program on the formation of their teacher identity. International Online Journal of Education and Teaching, 8(2), 1279-1290.
7. Çengelci, S. (2021). Öğretmen adaylarının 21. Yüzyıl öğrenen becerileri ile üstbilişsel farkındalık düzeylerinin meslek öncesi öğretmen kimliği üzerinde etkisi. (Yayınlanmamış yüksek lisans tezi.) Afyon Kocatepe Üniversitesi, Türkiye
8. Chen, J. L., & Mensah, F. M. (2018). Teaching contexts that influence elemantary preservice teachers’ teacher and science teacher identity development. Journal of Science Teacher Education, 29(5), 420-439.

9. Dede-Gülbağcı, H., & Akkoç, H. (2016). Pedagojik formasyon ve eğitim fakülteleri lisans programlarına katılan matematik öğretmeni adaylarının mesleki kimliklerinin karşılaştırılması. Turkish Journal of Computer and Mathematics Education, 7(1), 188-206.
10. Demir, V., Gürsoy, F., & Ada, Ş. (2011). Okulöncesi öğretmen adaylarının mesleki benlik saygılarının incelenmesi. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 10(1), 597-614.
11. Dinçer, S. (2018). Content analysis in for educational science research: Meta-analysis, meta-synthesis and descriptive content analysis. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 7(1), 176-190.
12. Duru, S. (2006). Teacher identities and the ways to create new possibilities for professional teacher identity. Eurasian journal of educational research, 22, 121-131.
13. Dzinovic, V. (2021). Dominance as the key interpretive tool in the study of the multiple self. In C. Monereo, C. Weise & H. Hermans (Eds.), Dialogicality: personal, local and planetary dialogue in education, health, citizenship and research. Creative Commons: USA.
14. Efilti, E., & Çıkılı, Y. (2017). Özel eğitim bölümü öğrencilerinin benlik saygısı ile mesleki benlik saygısının incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim fakültesi dergisi, 17(1), 1-99.
15. Eğmir, E., & Çelik, S. (2019). The educational beliefs of pre-service teachers as an important predictor of teacher identity. International Journal of Contemporary Educational Research, 6(2), 438-451. https://doi.org/10.33200/ijcer.621717
16. Eğmir, E., & Erdem, C. (2021). Öğretmen adaylarının meslek öncesi öğretmen kimliklerinin yordayıcısı olarak 21. Yüzyıl öğrenen becerileri. Trakya Eğitim Dergisi, 11(2), 953-968. Doi: 10.24315/tred.755615
17. Freese, A. R. (2006). Reframing one’s teaching: Discovering our teacher selves through reflection and inquiry. Teaching and teacher education, 22(1), 100-119.
18. Freeman, D. (1993). Renaming experience/reconstructing practice: Developing new understanding of teaching. Teaching and teacher education, 9(5-6), 485-497.
19. Friesen, M. D., & Besley, S. C. (2013). Teacher identity development in the first year of teacher education: A developmental and social psychological perspective. Teaching and Teacher Education, 36, 23-32.
20. Genç, D., Altuntaş, N., & Hapakaz, K. (2021). Öğretmenlerin mesleki kimlik oluşumlarına yönelik görüşlerin incelenmesi. Journal of European Education, 1(1), 31-51.
21. Hahl, K., & Mikulec, E. (2018). Student reflections on teacher identity development in a year-long secondary teacher preparation program. The Australian Journal of Teacher Education, 43(12), 42-58.
22. Hermans, H. J. M. (2001). The dialogical self: Toward a theory of personal and cultural positioning. Culture and Psychology, 7(3), 243-281.
23. Hermans, H. J. M. (2013). The dialogical self in education:introduction. Journal of Constructivist Psychology, 26(2), 81-89.
24. Hermans, H. J. M. & Gieser, T. (2012). Introductory chapter: History, main tenets and more concepts of dialogical self theory. In H. J. M. Hermans & T. Gieser (Eds.), Handbook of dialogical self theory (pp. 25-28). New York: Cambridge University Press.
25. Hermans, H. J. M., & Hermans-Konopka, A. (2010). Dialogical self theory: Positioning and counter-positioning in a globalizing society. New York: Cambridge University Press.
26. Hermans, H. J. M., & Kempen, H. J. G. (1993). The dialogical self: Meaning as movement. Academic Press.
27. Hızarcıoğlu, G., & Güney, S. (2022). Öğretmenlerin kimlik algısı ve bağlılık ilişkisinde örgütsel adaletin düzenleyici rolü. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 11(2), 993-1021.
28. Hong, J., Greene, B., & Lowery, J. (2017). Multiple dimensions of teacher identity development from pre-service to early years of teaching: A longitudinal study. Journal of Education for Teaching, 43(1), 84-98.
29. Huang, J., Wang, Y., & Teng, F. (2021). Understanding changes in teacher beliefs and identity formation: A case study of three novice teachers in Hong Kong. Teaching Education, 32(2), 193-207. https://doi.org/10.1080/10476210.2019.1693535
30. Körükçü, Ö., & Oğuz, V. (2011). Okul öncesi eğitimi öğretmen adaylarının mesleki benlik saygıları. Kuramsal Eğitim Bilim, 4(2), 77-85.
31. Kutlu, M., & Soğukpınar, E. (2015). Rehber öğretmenlerin benlik saygısı ile mesleki benlik saygısı düzeylerinin çeşitli değişkenler açısından incelenmesi. International Journal of Educational Research, 6(1), 84-101.
32. Mayer, D. (1999). Building teaching identities: Implications for preservice teacher education. Paper presented to the Australian Association for research in education,Melbourne. Cited in Walkinston, J. (2005). Becoming a teacher: Encouranging development of teacher identity through reflective practice. Asia-Pacific Journal of Teacher Education, 33, 53-63.
33. Meijers, F., & Hermans, H. (2018). The dialogical self theory in education: An introduction. In F. Meijers & H. Hermans (Eds.), The dialogical self theory in education (pp. 1-18). Netherlands: Springer.
34. Özen, Y., & Gülaçtı, F. (2010). Benlik-kavramı ve benliğin gelişimi bilen benliğe gereksinim var mı? Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 12 (2), 20-38.
35. Reeves, J. (2018). Teacher identity. The TESOL Encyclopedia of English Language Teaching, 8, 1-9.
36. Reio, T. G. (2005). Emotions as a lens to explore teacher identity and change: A commentary. Teaching and Teacher Education, 21(8), 985-993.
37. Rodgers, C. R., & Scott, K. H. (2008). The development of the personal self and Professional identity in learning to teach. In M. Cochran-Smith, S. Feiman-Nemser & D. J. Mclntyre (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (pp.732-755). New York and London: Routledge.
38. Sachs, J. (2005). Teacher education and the development of professional identity: Learning to be a teacher. In P. M. Denicolo & M. Kompf (Eds.), Connecting policy and practice: Challanges for teaching and learning in schools and universities (pp. 5-21). USA and Canada: Routledge.
39. Super, D. E. (1963). Vocational development in adolescence and early adulthood: Tasks and behaviours. In D. E. Super, R. Starishevsky, N. Matlin & J. P. Jordaan (Eds.). Career development: Self-concept theory(pp. 79-95). New York: College Entrance Examination Board.
40. Trent, J. (2011). Four years on, I am ready to teach: Teacher education and the construction of teacher identities. Teacher and Teaching: Theory to Practice, 17(5), 529-543.
41. Ültay, E., Akyurt, H., & Ültay, N. (2021). Sosyal bilimlerde betimsel içerik analizi. IBAD Sosyal Bilimler Dergisi, 10, 188-201. DOI: 10.21733/ibad.871703
42. Waller, W. (1965). The sociology of teaching. New York: Russell & Russell.
43. White, B. E., & Lemieux, A. (2015). Reflecting selves: Pre-service teacher identity development explored through material culture. Professional Development in Education: Publishing the Boundaries of Possibilities, 9(1), 267-283.
44. Xiao, Y., & Watson, M. (2019). Guidance on conducting a systematic literature review. Journal of Planning Education and Research, 39(1), 93-112. DOI: 10.1177/0739456X17723971
45. Yeşilyaprak, B. (2011). Mesleki rehberlik ve kariyer danışmanlığı: Kuramdan uygulamaya. Türkiye: Pegem Akademi.
46. Yıldırım, A., & Şimşek, H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Seçkin Yayınevi: Ankara.
47. Yolcu, M. A., & Kıngır, S. (2021). Sınıf öğretmeni adaylarının mesleki kimlik algılarının incelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 34(2), 778-812.
48. Zembylas, M. (2003). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching, 9(3), 213-238.
49. EK 1. Sistematik Derlemeye Dahil Edilen Çalışmalar Altaş, B. & Şahinkarakaş, Ş. (2021). Disclosing the dialogical self of foreign language students in an English as a foreign language classroom. In C. Monereo, C. Weise & H. Hermans (Eds.). Dialogicality: Personal, local and planetary dialogue in education, health, citicenship and research (pp.107-114). Creative Commons: USA.
50. Arvaja, M. (2016). Building teacher identity through the process of positioning. Teaching and Teacher Education,59, 392-402.
51. Badia, A., Becerril, L. & Mayoral, P. (2021). Describing teacher-inquirer identity in a process of educational innovation. In C. Monereo, C. Weise & H. Hermans (Eds.). Dialogicality: Personal, local and planetary dialogue in education, health, citicenship and research (pp.81-88). Creative Commons: USA.
52. Badia, A., Liesa, E., Becerril, L., & Mayoral, P. (2020). A dialogical self approach to the conceptualisation of teacher-inquirer identity. European journal of psychology of education, 35, 865-879.
53. Ballantyne, C. (2018). The dialogical self in becoming a teacher: Chinese volunteers' experiences of enacting and constructing a teacher identity in discourse and practice. [Unpublished doctoral dissertation]. Western Sydney University.
54. Ballantyne, C. (2021). Learning to teach: Dialogical representations of teacher identity construction within a community of practice. In C. Monereo, C. Weise & H. Hermans (Eds.). Dialogicality: Personal, local and planetary dialogue in education, health, citicenship and research (pp.96-106). Creative Commons: USA.
55. Branco, A. U. (2021). Teacher's I-Positions concerning professional role: Dialogues and contradictions between discourse and practices of interactions with students. In C. Monereo, C. Weise & H. Hermans (Eds.). Dialogicality: Personal, local and planetary dialogue in education, health, citicenship and research (pp.63-69). Creative Commons: USA.
56. Enache, M. (2021). Dialogical Voices in the Tower of Babel: I-positions and promoters within immigrant teacher identities and practice. In C. Monereo, C. Weise & H. Hermans (Eds.). Dialogicality: Personal, local and planetary dialogue in education, health, citicenship and research (pp.115-122). Creative Commons: USA.
57. Font, M., Caride, M. & Garcia-Morante, M. (2021). The construction of the identity of an educational advisor: A case analysis. In C. Monereo, C. Weise & H. Hermans (Eds.). Dialogicality: Personal, local and planetary dialogue in education, health, citicenship and research (pp.6-15). Creative Commons: USA.
58. Giralt-Romeu, M., Hernandez, E. L., Serrat, P. M. & Balin, L. B. (2021). Student teachers’ positioning with regard to their key learning experiences in the first practicum. In C. Monereo, C. Weise & H. Hermans (Eds.). Dialogicality: Personal, local and planetary dialogue in education, health, citicenship and research (pp.34-43). Creative Commons: USA.
59. Henry, A. & Mollsted, M. (2022). Centrifugal–centripetal dynamics in the dialogical self: a case study of a boundary experience in teacher education. Journal of constructivist psychology, 35(2), 795-814.
60. Hong, J., Greene, B. & Lowery, J. (2017). Multiple dimensions of teacher identity development from pre-service to early years of teaching: a longitudinal study. Journal of education for teaching, 43(1), 84-98.
61. Janfada, M. (2021). Becoming an academic in transcultural contexts: Trans-positioning as the immigrant's capital. In C. Monereo, C. Weise & H. Hermans (Eds.). Dialogicality: Personal, local and planetary dialogue in education, health, citicenship and research (pp.123-129). Creative Commons: USA.
62. Jarvis, J. (2021). The dialogical self theory, underpinning empathetic- reflective-dialogical re- storying. In C. Monereo, C. Weise & H. Hermans (Eds.). Dialogicality: Personal, local and planetary dialogue in education, health, citicenship and research (pp.162-170). Creative Commons: USA.
63. Kennedy, N. S. (2021). Dialogical self and shifting mathematical identity. In C. Monereo, C. Weise & H. Hermans (Eds.). Dialogicality: Personal, local and planetary dialogue in education, health, citicenship and research (pp.70-78). Creative Commons: USA.
64. May, L. (2021). I as university supervisor: Transacting to become I as teacher educator. In C. Monereo, C. Weise & H. Hermans (Eds.). Dialogicality: Personal, local and planetary dialogue in education, health, citicenship and research (pp.70-78). Creative Commons: USA.
65. Stenberg, K. & Maaranen, K. (2021). A novice teachers teacher identity construction during the first year of teaching: A case study from a dialogical self-perspective. Learning, Culture and Social Interaction, 28. doi: 10.1016/j.lcsi.2020.100479
66. Stewart, T. T. & Jansky, T. (2021). Dialogical self theory & wobble: Supporting novice teachers through dialogue. In C. Monereo, C. Weise & H. Hermans (Eds.). Dialogicality: Personal, local and planetary dialogue in education, health, citicenship and research (pp.54-62). Creative Commons: USA.
67. Toyoda, K. (2021). Case study: An educational dialogical approach to the development of new future I positions as promoter positions for university students: Theory, practice and outcomes. In C. Monereo, C. Weise & H. Hermans (Eds.). Dialogicality: Personal, local and planetary dialogue in education, health, citicenship and research (pp.23-33). Creative Commons: USA.
68. Vloet, K., Klatter, E., Janssen, S. & Kessels, G. (2021). Bumpy moments considered as critical incidents in dialogue. Professional Identity of technical VET-teachers. In C. Monereo, C. Weise & H. Hermans (Eds.). Dialogicality: Personal, local and planetary dialogue in education, health, citicenship and research (pp.44-53). Creative Commons: USA.