- Просіна, О.В. (orcid.org/0000-0002-1243-6069) (2026) The psychological structure of dialogical self-authorship in higher education teachers: polyphony, internal dialogue, meta-position, and meaning integration of the professional self Теоретичні і прикладні проблеми психології та соціальної роботи, 3 (71). pp. 241-255. ISSN 2219-2654
![[thumbnail of 18.pdf]](https://lib.iitta.gov.ua/style/images/fileicons/text.png "18.pdf") |
Text
18.pdf Download (454kB) |
Abstract
The digital transformation of higher education has significantly reshaped the professional activity of higher education teachers by expanding the range of their professional roles, functions, and responsibilities. Contemporary higher education teachers simultaneously act as educators, researchers, mentors, digital facilitators, users of artificial intelligence tools, and members of academic communities. This multidimensional professional activity gives the professional self a polyphonic character and highlights the need to understand the psychological mechanisms that ensure its integration. Despite the growing body of research on Dialogical Self Theory and the concept of self-authorship, the psychological structure of dialogical self-authorship in higher education teachers remains insufficiently explored. The purpose of this article is to provide a theoretical substantiation of the psychological structure of dialogical self-authorship in higher education teachers by identifying the role of the polyphony of the professional self, internal dialogue, meta-position, and meaning integration in the development of professional subjectivity. The study employs theoretical research methods, including analysis, synthesis, comparison, generalisation, systematisation, and theoretical modelling. The theoretical framework is based on Dialogical Self Theory, the concept of self-authorship, and contemporary studies on professional identity and professional subjectivity. The study substantiates that the polyphony of the professional self is a structural characteristic of the professional identity of contemporary higher education teachers. It demonstrates that the multiplicity of professional I-positions requires psychological mechanisms for their coordination and integration. Internal dialogue is identified as the process through which different professional positions interact, whereas the meta-position provides their reflective coordination. The author's concept of dialogical self-authorship is further refined through the substantiation of its psychological structure. Dialogical self-authorship is defined as a psychological mechanism of meaning integration of the polyphonic professional self that enables the coordination of multiple professional positions around an internally constructed system of professional values, meanings, and goals. A theoretical model is proposed that integrates the polyphony of the professional self, internal dialogue, meta-position, meaning integration, and professional subjectivity into a coherent psychological framework. Dialogical self-authorship is interpreted as an integrative psychological mechanism for developing the professional subjectivity of higher education teachers, enabling the transition from multiple professional roles to a coherent authorial professional position. The proposed model advances the theoretical understanding of professional identity development and provides a conceptual foundation for future empirical research and the design of psychological support programmes aimed at the professional development of higher education teachers.
Downloads
Downloads per month over past year
Actions (login required)
 |
View Item |