The role of critical incidents in the dialogical construction of teacher identity. Analysis of a professional transition case.

Carles Monereo


The purpose of this article is to explore the relationship between critical incidents and changes in teacher identity positions, and the effect that these changes might have on School Community and institutional dynamic. This article considers a multilevel analysis (MULACI) for critical incidents constituted by Hubert Hermans and data from a relevant actor in an educational context moving from teaching in a particular educational level to another. Data collection was longitudinal and covered one natural year and included mapping critical stages, elicitation cards and a journey plot. The main findings show that the most stressful issues with a greater influence in identity occurred: the loss of a sense of activity accompanied by a loss of self-esteem. After adopting a new strategic position she achieved a good level of acceptance among all the teachers and a certain level of leadership in the area of innovative methodologies. MULACI offers an appropriate method to identify and analyse systematic relationships among different levels such as institutional, interpersonal and personal ones.

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