Abstract
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.
Highlights
Learning to be a researcher is a central aspect of doctoral training, whether in academia or outside of it (Barnacle & Mewburn, 2010)
The notions regarding changes in the I-positions of the students are 1) conceptions of research meaning, that includes the meaning assigned to research and the interest to research; 2) the motives as researchers that include self- identification & positioning as a researcher, intentions to carry out the PhD Program, and personal motives & conditionings to carry out the PhD Program and 3) interpretation of significant experiences as positive and/or negative
We aimed to explore the changes in the I-position of master students by describing their characteristics
Summary
Learning to be a researcher is a central aspect of doctoral training, whether in academia or outside of it (Barnacle & Mewburn, 2010). Some studies point both to the value of high research skills in the non-academic world (Svein & Terje Bruen, 2012) as well as the importance of professional identity in researchers within academia (Hancock & Walsh, 2014) promoting a more flexible understanding of becoming and being a researcher. (Hall & Burns, 2009) This process is gradual and permits recognizing micro-moments where students identify and feel themselves as researchers, and others where they do not
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