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Psicothema was founded in Asturias (northern Spain) in 1989, and is published jointly by the Psychology Faculty of the University of Oviedo and the Psychological Association of the Principality of Asturias (Colegio Oficial de Psicólogos del Principado de Asturias).
We currently publish four issues per year, which accounts for some 100 articles annually. We admit work from both the basic and applied research fields, and from all areas of Psychology, all manuscripts being anonymously reviewed prior to publication.

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Psicothema, 2010. Vol. Vol. 22 (nº 2). 293-298




Looking at teacher identity through self-regulation

Maria Cardelle-Elawar* and Maria Luisa Sanz de Acedo Lizarraga**

*Arizona State University and **University of Navarre

In the present study, we designed a model of self-regulated inquiry that connects theory to practice for teachers to deepen their understanding of the core beliefs, commitment, and the experiences shaping their professional identity. The rationale of this model was grounded in motivational and identity theories related to self-regulation, self-efficacy, and goal setting. We posed three questions to 342 participants enrolled in graduate courses in educational psychology. These questions formed part of an interview process used as a dialogic retrospection to elicit teachers’ voices. The results were summarized in meaningful written narratives, which were analyzed for generative themes. The researchers identified several themes that related to findings from the literature, confirming that (a) teacher identity is a complex construct, related to teachers’ experiences of success and frustration, age, and cultural context; (b) the dialogic retrospection served as a mediator to clarify what influenced their teacher identity, and (c) the self-regulated inquiry model helped teachers to assess the development of their professional growth from a motivational perspective. Implications for teacher education and research to expand the notion of teacher identity are discussed.

Mirada a la identidad docente a través de la autorregulación. En este estudio hemos diseñado un modelo de auto-regulación con el propósito de facilitar la reflexión del docente sobre sus ideas, grado de compromiso y experiencias que forjan su identidad profesional. El modelo se fundamenta en las teorías sobre la identidad y motivación relacionadas con la auto-eficiencia y planificación de metas. La muestra consistió en 342 docentes inscriptos en cursos de postgrado sobre psicología educativa. Para la recolección de datos se utilizó una entrevista realizada en pares por los mismos participantes con carácter de diálogo retrospectivo. La información fue resumida en una narración escrita y analizada según categorías temáticas. Los investigadores identificaron tres temas los cuales fueron correlacionados con la literatura, que fueron: (a) la identidad del docente es de carácter complejo en relación a las vivencias de éxito personal, la edad, y el contexto cultural; (b) el diálogo retrospectivo sirvió al mediador para clarificar su identidad profesional desde una perspectiva motivacional, (c) el modelo de auto-regulación facilitó el proceso de reflexión sobre la conducta escolar. Se discuten las implicaciones para expandir la investigación sobre la identidad profesional del docente y sus efectos en la práctica educativa.

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