ABSTRACT

The introduction of the Dialogical Self Theory in the field of education has not received the recognition it deserves. In this article we intend to prove the importance of research in DST, reviewing its main contributions to the psychology of education for the past decade. To this end, we have organized it into three thematic areas: dialogical teaching and learning processes, professional identity in different educational levels, and studies pertaining to inclusive education and, particularly, intercultural education. We conclude with a section dedicated to future lines of research, in line with the most recent international reports on twenty-first-century education. After this review, we can state that DST constitutes a revolutionary epistemological approach, which permeabilizes the boundaries between the inter- and the intra-psychological, taking the mental and public planes as two parallel societies in constant dialogue, and and giving back to psychology its central function in the study of mental dynamics, that ‘black box’ which socio-constructivist trends had partially omitted.

摘要

对话自我理论在教育领域的引入并没有得到应有的认可。在本文中，我们旨在证明 DST 研究的重要性，回顾过去十年它对教育心理学的主要贡献。为此，我们将其分为三个主题领域：对话式教学和学习过程、不同教育层次的职业认同以及与全纳教育，特别是跨文化教育有关的研究。我们最后用一个专门讨论未来研究方向的部分，与有关二十一世纪教育的最新国际报告保持一致。经过这次回顾，我们可以说 DST 构成了一种革命性的认识论方法，它渗透了心理内部和心理内部之间的界限，