The Mutual Feeding of Action and Reflection as a Dialogical Process

Abstract

This chapter explores the mutual feeding of action and reflection in academic life through an autoethnographic approach. Drawing on Dialogical Self Theory, I examine the inner speech between multiple ‘I-positions’ that animate teacher professional practice. Through the evocation of distinct inner voices – each rooted in lived experience and institutional positioning – I investigate how internal dialogs contribute to decision-making, identity negotiation, and research orientation. Writing from within the fields of academic life, this chapter offers a performative inquiry into the tensions, contradictions, and generative forces that shape scholarly becoming.