Becoming a researcher: dialogical-self based methods to the identity formation of postgraduate students

Crista Weise; Macarena Lamas; Núria Suñé

Becoming a researcher: dialogical-self based methods to the identity formation of postgraduate students

Weise, Crista ^[1] ; Lamas, Macarena ^[2] ; Suñé, Nuria ^[3]
1. [1] Universitat Autònoma de Barcelona
  
  Universitat Autònoma de Barcelona
  
  Barcelona, España
2. [2] Universidad Austral de Chile
  
  Universidad Austral de Chile
  
  Valdivia, Chile
3. [3] Universitat Ramon Llull
  
  Universitat Ramon Llull
  
  Barcelona, España
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Localización: Quaderns de Psicología, ISSN 0211-3481, Vol. 22, Nº. 2, 2020
Idioma: inglés
DOI: 10.5565/rev/qpsicologia.1577
Títulos paralelos:
- Convertirse en investigador: métodos basados en el Self Dialógico para la formación de la identidad de estudiantes de postgrado
Enlaces
- Texto completo 1 2
Resumen
- español
  Siguiendo la teoría del self dialógico tenemos como objetivo determinar cómo un curso basado en el desarrollo de la identidad podría contribuir a generar cambios en las posiciones identitarias (I-positions) de los participantes. Exploramos los cambios producidos y establecemos qué dispositivos contribuyeron más al desarrollo de la I-position de los estudiantes en tanto investigadores. Reali-zamos el estudio en un curso de la línea de investigación del Máster Oficial en Psicología de la Educación en una universidad española. Los hallazgos sugieren que se produjeron cambios signifi-cativos en las I-positions de los estudiantes, fortaleciendo las relacionadas con la investigación. Los métodos que más contribuyeron fueron el juego de roles, los informes individuales y la entre-vista entre pares. Estos hallazgos contribuyen a una mejor comprensión del cambio y desarrollo de las I-position en el proceso de convertirse en investigador y también aporta métodos educativos valiosos para mejorar la formación de los investigadores junior.
- English
  Based on the dialogical-self theory the study aims to determine how a course based on identity de-velopment might contribute to changes in the I-positions of the participants. The study explores what changes did occur and also determine which devices contributed the most to the I-position’s devel-opment of the students as researchers. The investigation was held within the course of the research line in an Official Master in Educational Psychology at a Spanish University. The findings suggest that there have been significant changes in the student’s I-positions, specifically strengthening those re-lated to research. The methods that have contributed the most were the role-playing, the after class reports, and the peer interview. Therefore, these findings contribute not only to a better under-standing of the process of changing and developing I-positions as a way to become a researcher, but also to provide valuable educational methods to improve junior researchers’ formation.
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