TY - JOUR
T1 - Development of Teacher Identity Towards Inclusive Voices. A Case Study
AU - Meneses Pinto, Carla
AU - Liesa, Eva
N1 - Publisher Copyright:
© 2025 Taylor & Francis Group, LLC.
PY - 2025
Y1 - 2025
N2 - 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.
AB - 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.
KW - inclusive voices
KW - repertoire of positions
KW - Teacher identity
KW - teacher positioning and repositioning
UR - http://www.scopus.com/inward/record.url?scp=85215611592&partnerID=8YFLogxK
U2 - 10.1080/00220973.2025.2453176
DO - 10.1080/00220973.2025.2453176
M3 - Article
AN - SCOPUS:85215611592
SN - 0022-0973
JO - Journal of Experimental Education
JF - Journal of Experimental Education
ER -