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

Authors

  • Farzad Rostami Islamic Azad University Baneh Branch
  • Mohammad Hosein Yousefi Islamic Azad University
  • Davoud Amini Department of English Language and Literature, Azarbaijan Shahid Madani University, Tabriz, Iran

DOI:

https://doi.org/10.18251/ijme.v23i2.2611

Keywords:

qualitative research, exceptional schools, professional identity, teacher identity, teacher education

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.

Author Biographies

Farzad Rostami, Islamic Azad University Baneh Branch

English Department

Mohammad Hosein Yousefi, Islamic Azad University

English Department

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Published

2021-08-30

How to Cite

Rostami, F., Yousefi, M. H., & Amini, D. (2021). A Qualitative Study on Identity Construction among Teachers Working with Students with Disabilities. International Journal of Multicultural Education, 23(2), 88–106. https://doi.org/10.18251/ijme.v23i2.2611

Issue

Vol. 23 No. 2 (2021): Open Theme Issue

Section

Articles (Peer-reviewed)

License

Anyone who wishes to create derivative works should contact the IJME journal for permission (ijmecontact@gmail.com).