University teachers’ identity reconfiguration in the pandemic context
DOI:
https://doi.org/10.18046/recs.i44.06Keywords:
Identity, Teachers, Rupture, Transitions, COVID-19, Cultural PsychologyAbstract
The current study aims to show the identity reconfiguration dynamics in university teachers based on their life experiences during the COVID-19 pandemic. Theoretically, an intersection is made between the Semiotic Cultural Psychology perspective and the Dialogical Self Theory approach. Methodologically, an idiographic qualitative study was carried out with three participants—university professors—who show the dynamics of change due to the pandemic through an in-depth interview and a visual technique. Although the three cases show individual experiences, it is noteworthy that they created common meanings around the pandemic and the social outbreak as a fundamental part of their lives. The results led to acknowledge how ruptures and transitions allow us to understand the psychological adjustments between a person and their sociocultural environment
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