促进包容性：探讨土耳其语教师在视障学生特殊教育中的身份和认知

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

QUALITY ASSURANCE IN EDUCATION Pub Date : 2024-08-13 DOI:10.1108/qae-01-2024-0013

H. Cinarbas, Aysegul Daloglu

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引用次数: 0

摘要

目的本案例研究旨在通过详细介绍在土耳其指导视障学生的英语教师的经历，探索他们在此背景下身份和认知的（再）形成，从而丰富对语言教师身份和认知的研究。在 MAXQDA 软件的支持下，Hiver 和 Al-Hoorie（2016 年）的复杂性理论指导了数据收集和分析。研究结果研究结果突出了个人、社会、文化和教育因素对语言教师身份和认知的影响，重点关注盲人学校职前教育、机构要求和教学方法中的互动。

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Promoting inclusivity: exploring Turkish language teacher identity and cognition in special education for students with visual impairments

Purpose This case study aims to enrich research on language teacher identity and cognition by detailing the experiences of English language teachers instructing students with visual impairments in Türkiye, exploring the (re)formation of their identity and cognition within this context. Design/methodology/approach This study uses a qualitative approach, combining interviews, observations, field notes and legal document analysis. Hiver and Al-Hoorie's (2016) Complexity Theory guides data collection and analysis, supported by MAXQDA software. Findings The findings highlight the influences of personal, social, cultural and educational factors on language teacher identity and cognition, with a focus on interactions in preservice education, institutional requirements and instructional methods at the School for the Blind. Originality/value This case study provides practical and theoretical insights into language teacher identity and cognition within special education schools, contributing to the broader discourse on diversity in this field.

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来源期刊

QUALITY ASSURANCE IN EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

20.00%

发文量

期刊介绍： QAE publishes original empirical or theoretical articles on Quality Assurance issues, including dimensions and indicators of Quality and Quality Improvement, as applicable to education at all levels, including pre-primary, primary, secondary, higher and professional education. Periodically, QAE also publishes systematic reviews, research syntheses and assessment policy articles on topics of current significance. As an international journal, QAE seeks submissions on topics that have global relevance. Article submissions could pertain to the following areas integral to QAE''s mission: -organizational or program development, change and improvement -educational testing or assessment programs -evaluation of educational innovations, programs and projects -school efficiency assessments -standards, reforms, accountability, accreditation, and audits in education -tools, criteria and methods for examining or assuring quality