From Reflection to Transformation: The Role of Dialogic Narratives in Early Childhood Teachers' Professional Identity Development

• In Event: Roundtable Session I
  In Roundtable Session: Transforming Practice in Early Childhood

Abstract

This qualitative study examines how early childhood educators navigate their professional identities within a collaborative professional development (PD) program centered on dialogic narratives. Using Dialogical Self Theory as a framework, we explore the multiplicity, discontinuity, unity, and social nature of teacher identity formation. Findings indicate that collaborative PD discussions helped teachers expand literacy practices, reconcile tensions between personal beliefs and institutional expectations, and cultivate a collective professional identity.

Authors

• Mengying Xue, University of Missouri

• Angie Zapata, University of Missouri