A Qualitative Study on Identity Construction among Teachers Working with Students with Disabilities

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Multicultural Education Pub Date : 2021-08-30 DOI:10.18251/ijme.v23i2.2611

F. Rostami, Mohammad Hossein Yousefi, Davoud Amini

引用次数: 0

Abstract

The purpose of this study was to explore multiple facets of the professional identities of Iranian in-service teachers in exceptional schools. The study adopted a qualitative design. The data were collected through in-depth interviews with 14 in-service teachers. The participants were selected through purposeful sampling. Each interview lasted up to 40 minutes. The whole procedure of the data collection was audio-recorded, and verbatim transcriptions were made. Thematic analysis was utilized to analyze the qualitative data. Three themes emerged: relationships, lower identity, and professional identity. The study has some implications for policymakers, curriculum designers, educational psychology, and teacher educators.

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辅导残疾学生教师身份建构的质性研究

本研究的目的是探索特殊学校伊朗在职教师职业身份的多个方面。该研究采用了定性设计。数据是通过对14名在职教师的深入访谈收集的。参与者是通过有目的的抽样选出的。每次面试最多持续40分钟。数据收集的整个过程都进行了录音，并进行了逐字记录。采用专题分析法对定性数据进行分析。出现了三个主题：关系、低身份和职业身份。这项研究对政策制定者、课程设计者、教育心理学和教师教育工作者有一些启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Multicultural Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.50

自引率

12.50%

发文量

期刊介绍： International Journal of Multicultural Education (IJME) is a peer-reviewed open-access journal for scholars, practitioners, and students of multicultural education. Committed to promoting educational equity for all, cross-cultural understanding, and global awareness in all levels of education including leadership and policies, IJME publishes (1) reports of empirical research typically in qualitative research orientation (some special issues may publish quantiative studies); (2) literature-based conceptual articles that advance theories and scholarship of multicultural education; and (3) praxis articles that discuss successful multicultural education practices grounded on sound theories. We accept submissions of high quality from the global community. Reviews of visual arts, professional and children''s books, and multimedia resources will be published until the end of 2015 (submissions are on invitation only).