Primary teachers’ identity positioning in the process of pedagogical innovation / Identidad indagadora y posicionamiento del profesorado de educación primaria en un proceso de innovación pedagógica

Abstract

Based on the Dialogical Self Theory (henceforth DST), positioning in a pedagogical innovation is defined as a subjective stance taken that has been experienced by the teacher themselves. Thirty Andalusian primary school teachers in seven focus groups reported on five positioning descriptors: agency, ownership, sense-making, emotions and collaborative inquiry. Data were analysed with qualitative and quantitative procedures. The results showed three types of positioning: (1) active, positive and satisfactory positioning (n = 13), with high agency, ownership, sense-making, cooperation and positive emotions; (2) active, efficient and indifferent positioning (n = 8), with medium agency, medium-high degree of ownership, high degree of sense-making, indifferent emotions and a high degree of cooperation; (3) passive, critical and negative positioning (n = 9), with a low degree of agency, ownership, sense-making and cooperation and negative emotions. We provide relevant information to identify the positioning that emerges when primary school teachers participate in a pedagogical inquiry process.