The dialogical self in the professional identity of future higher education teachers: challenges of the digital era

- Просіна, О.В. (orcid.org/0000-0002-1243-6069) (2025) The dialogical self in the professional identity of future higher education teachers: challenges of the digital era Габітус, 1 (79). pp. 76-80. ISSN 2663-5208

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Abstract

The article is devoted to the theoretical analysis of teachers’ professional identity in the context of modern philosophical and psychological concepts. The aim of the study is to analyze the phenomenon of the dialogical self (H. Hermans) in the context of shaping the professional identity of future higher education teachers and to identify the psychological mechanisms that ensure the harmonization of internal positions in the digital environment. The research is based on an interdisciplinary approach combining comparative analysis of concepts of self in classical and modern philosophy, content analysis of scholarly works, and interpretive methods of the humanities. The dialogical self theory (DST) is considered in connection with P. Ricoeur’s ideas of narrative identity and C. Taylor’s concept of the cultural–moral horizons of the self. It is shown that classical approaches do not take into account the multidimensionality and dynamism of personality. DST offers an alternative model in which identity appears as a system of internal and external “I-positions” engaged in dialogue. The key mechanism is the metaposition, which enables the integration of contradictory voices and the harmonization of professional identity. The article demonstrates that DST aligns with contemporary concepts of identity and can be applied to explain transformations of the teacher’s role in the digital era. Special attention is paid to the practical application of DST in professional development. The theory helps to interpret the emergence of new identity “voices,” particularly those linked to digital technologies, such as the digital communicator, AI user, or online course author. The potential of micro-credentials is emphasized as a flexible tool for developing competencies aimed at reflection and resilience. For the first time in Ukrainian academic discourse, an attempt has been made to integrate DST into the study of teachers’ professional identity. It is substantiated that the metaposition functions as a key mechanism of adaptation, while identity itself is interpreted as a polyphonic system open to constant change. The dialogical self theory emerges as an innovative conceptual framework for shaping a sustainable, flexible, and multidimensional professional identity of the future teacher.

Item Type:	Article
Keywords:	dialogical self; professional identity; prospective university teacher; academic staff; educational innovations, digital environment; digital era; personality psychology; transformation of professional identity; professional development; educational innovations; EdTech; professional resilience.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.9 Application-oriented computer-based techniques Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 1 Philosophy. Psychology Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 378 Higher education. Universities. Academic study
Divisions:	State institution of higher education «University of educational management» > Educational and scientific institute of management and psychology > Educational and scientific institute of management and psychology
Depositing User:	доцент Ольга Просіна
Date Deposited:	09 Feb 2026 13:01
Last Modified:	09 Feb 2026 13:01
URI:	https://lib.iitta.gov.ua/id/eprint/748368

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