Becoming a researcher. Dialogical-self based methods to the identity formation of postgraduate students

Abstract

Based on the dialogical-self theory the study aims to determine how a course based on identity development 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 Iposition's development 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 related 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 understanding 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.