The Intrinsic Dynamics of Development

Geert, Paul van; Dijk, Marijn van

doi:10.1002/9781118900772.etrds0343

Cited by 8 publications

(10 citation statements)

References 42 publications

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“…A complex dynamic system is one where all parts are interconnected, where change is ongoing and a consequence of multiple interactions, and where new behaviors emerge as a result of the system's internal capacity for self-organization (Byrne & Callaghan, 2014;van Geert & van Dijk, 2015). In the dialogical self, a continual process of positioning (movements to new positions) and repositioning (the capacity to move back and forth between positions) takes place.…”

Section: The Dialogical Self As a Complex Dynamic Systemmentioning

confidence: 99%

“…A CDST design requires data capturing evolutionary processes at both macro and micro levels, and a means of relating these together (Lichtwarck-Aschoff et al, 2008). Furthermore, in a single-case design, the timescale of measurements or observations needs not only to fit real-time behaviors but also have the capacity to capture longer term change (van Geert & van Dijk, 2015). In attempting to shed light on the inner dynamics of preservice teacher identity transformations, focus needs therefore to be Note.…”

Section: Designmentioning

confidence: 99%

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Conceptualizing Teacher Identity as a Complex Dynamic System

Henry

2016

Journal of Teacher Education

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Currently, the inner dynamics of teacher identity transformations remain a “black box.” Conceptualizing preservice teacher identity as a complex dynamic system, and the notion of “being someone who teaches” in dialogical terms as involving shifts between different teacher voices, the study investigates the dynamical processes at play when transitions between identities occur. Using a single-case design, and drawing on intra- and inter-personal data collected across three timescales, the identity transformations of a preservice teacher during a practicum are examined as a process in motion. The study offers a systemic account of the participant’s teacher identity experiences, analyses revealing oscillations between two identity positions and a pattern of multi-stability. It is suggested that complexity approaches can be valuably used in mentoring processes to help students make sense of identity transformations and the conditions under which they occur. In the longer term, support of this kind can have a positive impact on teacher retention.

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Section: The Dialogical Self As a Complex Dynamic Systemmentioning

confidence: 99%

Section: Designmentioning

confidence: 99%

Conceptualizing Teacher Identity as a Complex Dynamic System

Henry

2016

Journal of Teacher Education

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“…Dynamic systems theory is a metatheoretical framework for understanding developmental processes, which are conceived as non-linear dynamic systems (Witherington, 2007 ; Van Geert and Van Dijk, 2015 ). These systems are formed by interconnected and interacting components that affect each other and develop over time, due to interactions between individuals and their context (Thelen, 1989 ; Van Geert, 1994 ; Kunnen, 2012 ).…”

Section: Introductionmentioning

confidence: 99%

Managing Contextual Complexity in an Experiential Learning Course: A Dynamic Systems Approach through the Identification of Turning Points in Students' Emotional Trajectories

2017

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This study adopts a dynamic systems approach to investigate how individuals successfully manage contextual complexity. To that end, we tracked individuals' emotional trajectories during a challenging training course, seeking qualitative changes–turning points—and we tested their relationship with the perceived complexity of the training. The research context was a 5-day higher education course based on process-oriented experiential learning, and the sample consisted of 17 students. The students used a five-point Likert scale to rate the intensity of 16 emotions and the complexity of the training on 8 measurement points. Monte Carlo permutation tests enabled to identify 30 turning points in the 272 emotional trajectories analyzed (17 students * 16 emotions each). 83% of the turning points indicated a change of pattern in the emotional trajectories that consisted of: (a) increasingly intense positive emotions or (b) decreasingly intense negative emotions. These turning points also coincided with particularly complex periods in the training as perceived by the participants (p = 0.003, and p = 0.001 respectively). The relationship between positively-trended turning points in the students' emotional trajectories and the complexity of the training may be interpreted as evidence of a successful management of the cognitive conflict arising from the clash between the students' prior ways of meaning-making and the challenging demands of the training. One of the strengths of this study is that it provides a relatively simple procedure for identifying turning points in developmental trajectories, which can be applied to various longitudinal experiences that are very common in educational and developmental contexts. Additionally, the findings contribute to sustaining that the assumption that complex contextual demands lead unfailingly to individuals' learning is incomplete. Instead, it is how individuals manage complexity which may or may not lead to learning. Finally, this study can also be considered a first step in research on the developmental potential of process-oriented experiential learning training.

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“…A CDS design needs data to trace the evolutionary processes at both macro and micro levels, and a means of associating them together (Lichtwarck-Aschoff et al, 2008). Therefore, the time scale for conducting interviews to capture the evolutionary process as well as short and long changes were needed (van Geert and van Dijk, 2015). The interviews were held in different times: three interviews before entering the practicum, six interviews during the practicum and five interviews afterward.…”

Section: Interviewmentioning

confidence: 99%

An Ecological Study of Identity in Teaching English as a Foreign Language in Light of the Dynamic Systems Model of Role Identity

2021

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Influenced by the growing urge of investigating the combined nature of teacher identity with the dynamic teacher professional learning processes in recent years, the present study aimed to cast an ecological look at identity role construction and change in L2 teaching. To this aim, Dynamic Systems Model of Role Identity (DSMRI) meta-theoretical framework was employed with the centrality of social–cultural roles in framing an EFL teacher’s experiences and guiding actions. In a single-case study, a Chinese EFL teacher’s dynamic construction of identity (as a single-case design) was traced in three phases: before a practicum (teacher professional development program), during the practicum, and during the first year of teaching. A triangulation of data was used to ensure the adequacy and representativeness of the required data. The data were analyzed qualitatively to find traces of change and development in the teacher’s ontological beliefs, goals, self-perceptions, and action possibilities. The DSMRI-oriented analysis of pre-, mid-, and post-practicum data emphasized the traces of role identities of the teacher trainee in her professional development process, that also created both emerging patterns and emerging challenges in her role, fostering a more negotiated, adaptive and realistic teacher role identity. This study substantiated the usefulness of the DSMRI for viewing language teachers’ professional development and the dynamic identity development processes as several temporal and situated factors contribute to the alignment or misalignment of a teacher’s ontological beliefs, goals, self-perceptions, and action possibilities.

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The Intrinsic Dynamics of Development

Cited by 8 publications

References 42 publications

Conceptualizing Teacher Identity as a Complex Dynamic System

Conceptualizing Teacher Identity as a Complex Dynamic System

Managing Contextual Complexity in an Experiential Learning Course: A Dynamic Systems Approach through the Identification of Turning Points in Students' Emotional Trajectories

An Ecological Study of Identity in Teaching English as a Foreign Language in Light of the Dynamic Systems Model of Role Identity

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