Development of Teacher Identity Towards Inclusive Voices. A Case Study

Carla Meneses Pinto*, Eva Liesa

*Autor corresponent d’aquest treball

Producció científica: Article en revista indexadaArticleAvaluat per experts

Resum

Professional development targeted toward promoting inclusive practices remains a challenge throughout schools. In recent years, several studies have been conducted on this matter using different psychological models. According to the Dialogical Self Theory, real changes are possible if they are approached through the analysis of teacher identity and teachers’ repositioning processes. This study analyzed the initial identity positions of two teachers and the changes in relation to their associated voices, centrality and relational system during their participation in a professional learning community. The results show that there are shared positions regarding inclusion, and some teachers easily make the transition toward inclusive voices in positions associated with establishing relationships with families, or developing environments to improve learning processes. The results contribute to understanding the teaching identity related to inclusion and designing training proposals that generate inclusion through dialogical practices that develop inclusiveness in the teachers’ identities.

Idioma originalAnglès
RevistaJournal of Experimental Education
DOIs
Estat de la publicacióAcceptada/en premsa - 2025

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