Teacher’s internal self-conversation in lesson reflection

Analysis of teachers’ telling using Hermans’ “dialogical self”

Abstract

The purpose of this paper is to clarify the various positions in a teacher’s internal self-conversation through reflection utilizing the “dialogical self.” On analyzing the protocol that the I focuses on the positional strength of dominance and conflict, a dialogue relation between multiple I-positions became clear. As a result, the following three conclusions emerged. (1) In the lesson reflection by teacher A, five positional dialogues are developed. (2) The five positions strengthen dominance fluidly, and the thought process of teacher A is developed. (3) One between the position besides “I as the lesson person” also forms a dialogue relation. Such lesson reflection by teacher A helps to teach a lesson with deeper understanding, and it succeeds in finding the fundamentals of the practice of the teacher.