Carles Monereo, Universitat Autònoma de Barcelona

• Acknowledgements.Foreword; Rupert Wegerif.Chapter 1. Professional Identity in Education From the Perspective of Dialogical Self Theory; Carles Monereo.Chapter 2. The Identity of Student-Teachers: Becoming a Professional; Eva Liesa, Mireya Giralt-Romeu, and Maria Beatrice Ligorio.Chapter 3. The Identity of the Teacher in Compulsory Education; Antoni Badia, Eva Liesa, and Auli Toom.Chapter 4. The Identity of the Inclusive Teacher: I-Positions Towards Diversity; Crista Weise, Andy Morodo, and Katrin Kullasepp.Chapter 5. The Identity of the Teacher as an Inquirer; Antoni Badia, Angelos Konstantinidis, and Jan Baan.Chapter 6. The Identity of the Teacher as a Mentor of Student Teachers; Consuelo Garcí­a, Antoni Badia, and Anthony Clarke.Chapter 7. The Identity of School Principals; Núria Mollá, Montserrat Castelló, and Oscar Nail.Chapter 8. The Identity of University Teachers: New Positions for New Challenges; Carles Monereo, Consuelo Garcí­a, and Geert Kelchtermans.Chapter 9. The Identity of the Academic Advisor: Towards a New Framework of Dialogical Advice; Carles Monereo, Núria Suñé-Soler, and Bob Fecho.Chapter 10. The Identity of a Hybrid Teacher: Management of Mixed Learning Settings; Carles Monereo, Marina Garcí­a-Morante, and Francesca Amenduni.Chapter 11. The Identity of a Learning Specialist in Non-Formal Education Context: Balancing Entrepreneurial, Organizational, and Innovative Ecosystems; Alina Valencia, Juan Jesús Arrausi, and Rens Van Loon.Chapter 12. The Identity of the Responsible Researcher in Education; Núria Suñé-Soler, Carles Monereo, and Isabelle Skakni.About the Authors.

Carles Monereo, Universitat Autònoma de Barcelona

• Acknowledgements.Foreword; Rupert Wegerif.Chapter 1. Professional Identity in Education From the Perspective of Dialogical Self Theory; Carles Monereo.Chapter 2. The Identity of Student-Teachers: Becoming a Professional; Eva Liesa, Mireya Giralt-Romeu, and Maria Beatrice Ligorio.Chapter 3. The Identity of the Teacher in Compulsory Education; Antoni Badia, Eva Liesa, and Auli Toom.Chapter 4. The Identity of the Inclusive Teacher: I-Positions Towards Diversity; Crista Weise, Andy Morodo, and Katrin Kullasepp.Chapter 5. The Identity of the Teacher as an Inquirer; Antoni Badia, Angelos Konstantinidis, and Jan Baan.Chapter 6. The Identity of the Teacher as a Mentor of Student Teachers; Consuelo Garcí­a, Antoni Badia, and Anthony Clarke.Chapter 7. The Identity of School Principals; Núria Mollá, Montserrat Castelló, and Oscar Nail.Chapter 8. The Identity of University Teachers: New Positions for New Challenges; Carles Monereo, Consuelo Garcí­a, and Geert Kelchtermans.Chapter 9. The Identity of the Academic Advisor: Towards a New Framework of Dialogical Advice; Carles Monereo, Núria Suñé-Soler, and Bob Fecho.Chapter 10. The Identity of a Hybrid Teacher: Management of Mixed Learning Settings; Carles Monereo, Marina Garcí­a-Morante, and Francesca Amenduni.Chapter 11. The Identity of a Learning Specialist in Non-Formal Education Context: Balancing Entrepreneurial, Organizational, and Innovative Ecosystems; Alina Valencia, Juan Jesús Arrausi, and Rens Van Loon.Chapter 12. The Identity of the Responsible Researcher in Education; Núria Suñé-Soler, Carles Monereo, and Isabelle Skakni.About the Authors.

Carles Monereo, Universitat Autònoma de Barcelona

• Acknowledgements.Foreword; Rupert Wegerif.Chapter 1. Professional Identity in Education From the Perspective of Dialogical Self Theory; Carles Monereo.Chapter 2. The Identity of Student-Teachers: Becoming a Professional; Eva Liesa, Mireya Giralt-Romeu, and Maria Beatrice Ligorio.Chapter 3. The Identity of the Teacher in Compulsory Education; Antoni Badia, Eva Liesa, and Auli Toom.Chapter 4. The Identity of the Inclusive Teacher: I-Positions Towards Diversity; Crista Weise, Andy Morodo, and Katrin Kullasepp.Chapter 5. The Identity of the Teacher as an Inquirer; Antoni Badia, Angelos Konstantinidis, and Jan Baan.Chapter 6. The Identity of the Teacher as a Mentor of Student Teachers; Consuelo Garcí­a, Antoni Badia, and Anthony Clarke.Chapter 7. The Identity of School Principals; Núria Mollá, Montserrat Castelló, and Oscar Nail.Chapter 8. The Identity of University Teachers: New Positions for New Challenges; Carles Monereo, Consuelo Garcí­a, and Geert Kelchtermans.Chapter 9. The Identity of the Academic Advisor: Towards a New Framework of Dialogical Advice; Carles Monereo, Núria Suñé-Soler, and Bob Fecho.Chapter 10. The Identity of a Hybrid Teacher: Management of Mixed Learning Settings; Carles Monereo, Marina Garcí­a-Morante, and Francesca Amenduni.Chapter 11. The Identity of a Learning Specialist in Non-Formal Education Context: Balancing Entrepreneurial, Organizational, and Innovative Ecosystems; Alina Valencia, Juan Jesús Arrausi, and Rens Van Loon.Chapter 12. The Identity of the Responsible Researcher in Education; Núria Suñé-Soler, Carles Monereo, and Isabelle Skakni.About the Authors.