Constructing a Sense of Purpose and a Professional Teaching Identity: Experiences of Teacher Candidates with Disabilities

Moore, Adam; Kern, Victoria; Carlson, Alexis; Vaccaro, Annemarie; Kimball, Ezekiel; Abbott, Jordan A.; Troiano, Peter F.; Newman, Barbara M.

doi:10.1080/00131725.2020.1738608

Cited by 9 publications

(5 citation statements)

References 28 publications

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“…Nascondere la propria disabilità/DSA, tuttavia, richiede un grande sforzo e può significare rinunciare agli accomodamenti ragionevoli (e, di conseguenza, ripercuotersi sulle possibilità di una piena inclusione nella professione) o causare isolamento sociale (Wilson, Sokal, & Woloshyn, 2018). Paradossalmente, la decisione sulla rivelazione delle proprie difficoltà appare, nei nostri studi, meno complessa nei confronti degli studenti, forse in virtù del fatto che i docenti sembrano attingere alle proprie esperienze personali per apportare cambiamenti inclusivi alla prassi didattica (Dvir, 2015;Moore et al, 2020). Questi insegnanti insistono sull'importanza di incorporare la disabilità/DSA nella propria identità professionale, senza problematizzare la questione in termini negativi, come invece risulta in altre indagini (Tal-Alon & Shapira-Lishchinsky, 2019).…”

Section: Discussioneunclassified

“…L'altro grande ambito è quello della maggiore efficacia didattica, della capacità cioè di organizzare situazioni di apprendimento più flessibili, creative e differenziate a seconda del profilo degli studenti, capacità anche questa basata sulla personale esperienza di alunno con disabilità/DSA che ha sperimentato approcci non adeguati ai propri bisogni. Questa maggiore sensibilità pedagogico-didattica dei docenti con disabilità/DSA, sottolineata anche in altre indagini (Griffiths, 2012;Moore et al, 2020;Ware et al, 2021), è un tratto distintivo: essa potrebbe infatti favorire il successo formativo degli alunni con difficoltà, ribaltando le basse aspettative eventualmente nutrite dal personale scolastico sulle loro capacità e potenzialità educative che, come abbiamo anticipato nell'introduzione, finiscono per rafforzare le disparità sociali (per es. Romito, 2016).…”

Section: Discussioneunclassified

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Teachers with disabilities: a systematic review of the international literature

Bellacicco

Ianes²,

Macchia³

2022

Form@re

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Despite an increasingly heterogeneous student population, the teaching staff is still characterized by a high level of homogeneity and the under-representation of teachers with disabilities. Research on the issue is also quite limited. To fill this knowledge gap, in this article we present a systematic review conducted by selecting primary studies published between 1990 and 2018 investigating the experiences of teachers with disabilities. The 32 included studies were evaluated in terms of methodological rigor and analyzed through thematic analysis, from which 9 categories emerged. The latter highlight the full potential of these teachers, both in terms of teaching effectiveness and greater understanding of special needs in the classroom, but at the same time they underline the complexity of their careers in learning settings, still partly permeated by ableism and discriminatory practices. Insegnanti con disabilità e DSA: una revisione sistematica della letteratura internazionale. Pur a fronte di una popolazione studentesca sempre più eterogenea, il corpo docente è ancora caratterizzato da una forte omogeneità e dalla sottorappresentazione di insegnanti con disabilità/DSA. Anche la ricerca sul tema è assai limitata. Per colmare questo gap conoscitivo, in questo articolo presentiamo una systematic review, condotta selezionando gli studi primari pubblicati tra il 1990 e il 2018 sulle esperienze di docenti con disabilità/DSA. I 32 studi inclusi sono stati valutati dal punto di vista del rigore metodologico e analizzati mediante un’analisi tematica, da cui sono emerse 9 categorie. Queste ultime mettono in luce tutto il potenziale di questi insegnanti, sia sul fronte dell’efficacia didattica che della maggiore comprensione dei bisogni speciali in classe, ma allo stesso tempo sottolineano la complessità delle loro carriere in setting di apprendimento ancora in parte permeati da una cultura abilista e da pratiche discriminatorie.

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Section: Discussioneunclassified

Teachers with disabilities: a systematic review of the international literature

Bellacicco

Ianes²,

Macchia³

2022

Form@re

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“…Piano teachers also feel a sense of professional mission and identity from teaching blind children. Pursuing specific career goals is crucial in developing a professional identity (Moore et al, 2020). Some participating teachers provided more in-depth thinking.…”

Section: Accomplishment (A)mentioning

confidence: 99%

Teaching Piano to Blind Children: An Analysis of Positive Perceptions Based on Perma Framework in Qingdao, China

Xin,

Poon,

Cooper

et al. 2023

Harmonia

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Blind children can benefit from music education as it enhances their musical skills and auditory abilities. However, blind children in China face challenges in pursuing music education due to issues such as social stigma and lack of qualified teachers. Moreover, research in this area is lacking. On the basis of the PERMA (positive emotion, engagement, relationships, meaning, accomplishment) framework, this study attempts to identify the positive psychology of blind children’s piano learning among teachers, blind students, and parents. This study aims to to fill the research gap of piano learning among blind children. Interviews were conducted with piano teachers, blind students, and their parents (N=56) using a qualitative research methodology through PERMA framework. The data identified that piano teachers’ instruction was influenced by their preparation of teaching and personal attitudes. Findings also revealed that the positive emotion, sense of engagement, and positive relationships, impacted the accomplishment and achievement of all participants. This study demonstrates that teachers’ preparation experience and positive attitudes, engagement, and building rapport with blind children and their parents are crucial to promoting their piano learning. This study offers readers the chance to get insight into the field of piano instruction for the blind as well as illumination from thought and empirical support for piano teachers and music educators in inclusive music education in China.

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“…This point is vital for professional identity. Moore et al (2020) mention that teachers with disabilities can have an advantage in relating to their students with disabilities. They pointed out that it "facilitates positive professional identity development and a sense of purpose for teacher candidates" (p. 4).…”

Section: Learnings From the Two Pelts' Experiencesmentioning

confidence: 99%

“…Most of the studies focus on dyslexia in children, but not much in adolescents and adults, and less on people who are studying for bachelor's degrees in language education. Moore et al (2020) and Thorpe and Burns (2016) state that more exploration and research on diversity among teachers and their teaching practices are paramount. Hiscock and Leigh (2020, p. 7) mention that, concerning dyslexia, studies often focus on what happens to students, but what is related to teachers is invisible.…”

Section: Introductionmentioning

confidence: 99%

Dyslexic Individuals’ Narratives on their Process of Becoming English Language Teachers

Cuervo-Rodríguez

Castañeda-Trujillo

2021

HOW

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This article deals with the particularities two pre-service English language teachers have due to they have dyslexia. This study’s main intention was to understand how the participants constructed their identities as English teachers while dealing with discrimination, negative feelings, and not understanding teachers. We collected the data through interviews that served to write the two pre-service teachers’ narratives. The narrative analysis showed that pre-service English language teachers who suffer from apparently superficial difficulties must hide most of the time to avoid discrimination. We conclude that teacher educators’ role is essential in identity construction processes, especially when pre-service teachers face certain conditions that may affect their performance as language learners and as language teachers. Additionally, it was evident that resilient teachers can make strength from their weaknesses.

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Constructing a Sense of Purpose and a Professional Teaching Identity: Experiences of Teacher Candidates with Disabilities

Cited by 9 publications

References 28 publications

Teachers with disabilities: a systematic review of the international literature

Teachers with disabilities: a systematic review of the international literature

Teaching Piano to Blind Children: An Analysis of Positive Perceptions Based on Perma Framework in Qingdao, China

Dyslexic Individuals’ Narratives on their Process of Becoming English Language Teachers

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