Engaging in Dialogue to Support the Development of the Self (Poster 20)

• In Event: AERA Poster Session Thursday 9:50 a.m.
  In Poster Session: Engaging in Dialogue to Support the Development of the Self

Abstract

This study utilizes Dialogical Self Theory (DST) to explore the experiences of new teachers facing professional challenges, referred to as "wobble." The authors analyze text and email exchanges, class discussions, and reflective writings to understand how DST helps teachers navigate moments of uncertainty. The study identifies different "I-positions" or internal voices that contribute to both positive and negative responses to challenges. The findings reveal that engaging in dialogue about these wobbles helps teachers reconcile internal conflicts, gain insights, and develop strategies for professional growth. The study underscores the importance of DST in fostering reflective practice and resilience in novice teachers.

Authors

• Timothy A. Jansky, Eastern Kentucky University

• Ryan McChesney, Michigan State University