Bibliographic Details
| Title: |
Towards the integrated study of the dialogical self and agency to research personal change in education / Hacia el estudio integrado del yo dialógico y la agencia para investigar el cambio personal en educación. |
| Authors: |
Ventura, Ana Clara1,2 (AUTHOR) ventura@comahue-conicet.gob.ar, Liesa-Hernández, Eva3 (AUTHOR), Roncancio-Moreno, Mónica4 (AUTHOR) |
| Source: |
Journal for the Study of Education and Development: Infancia y Aprendizaje. Nov2024, Vol. 47 Issue 4, p672-685. 14p. |
| Subject Terms: |
*Educational innovations, *Educational change, *Teacher-student relationships, Identity (Psychology), Evidence gaps |
| Abstract (English): |
Dialogical and sociocultural perspectives propose the dialogical self and agency, respectively, as privileged constructs to account for the processes of personal change in education. However, the integrated study between both phenomena has rarely been addressed systematically in education to understand in greater depth how students and teachers construct their identity as learners and teachers. This special issue seeks to contribute to this research gap through the theoretical advances and empirical evidence presented by eight original articles. This introduction identifies the main contributions to education of the developments on the dialogical self and agency and, furthermore, defines the conceptual scopes and implications of their integration. Then, the structure of the special issue is described and a brief summary is presented of the content of the eight articles. Altogether, this issue is an invitation to capture and explain in more detail the originality, innovation and relative autonomy in the activity of students and teachers as they situate and position themselves and participate in educational practices. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
Perspectivas dialógicas y socioculturales proponen respectivamente al yo dialógico y a la agencia como constructos privilegiados para dar cuenta de los procesos de cambio personal en educación. Sin embargo, el estudio integrado entre ambos fenómenos rara vez se ha abordado sistemáticamente en educación para comprender con mayor profundidad cómo estudiantes y profesores construyen su identidad como aprendices y enseñantes. El presente número especial busca aportar a este vacío de la investigación mediante los avances teóricos y las evidencias empíricas presentadas por ocho artículos originales. La presente introducción identifica las principales contribuciones de los desarrollos sobre el yo dialógico y la agencia a la educación y, además, define los alcances conceptuales e implicancias de su integración. Luego, se describe la estructura del número especial y se presenta sintéticamente el contenido de los ocho artículos. En conjunto, este número es una invitación a capturar y explicar con mayor profundidad la originalidad, la innovación y de relativa autonomía en la actividad de estudiantes y profesores mientras se sitúan, se posicionan y participan en prácticas educativas. [ABSTRACT FROM AUTHOR] |
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Copyright of Journal for the Study of Education and Development: Infancia y Aprendizaje is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Education Research Complete |
