Inclusive Teacher Professional Identity Development: Theoretical underpinnings of an Exploratory Research Design
Parole chiave:
Teacher Professional Identity Development (TPID), inclusive education, teacher educa-tion, Inclusive Teacher Identity (ITI)Abstract
The construction of teachers’ professional identity is a central theme in contemporary educational research, as it is closely linked to training processes, professional development, and teaching quality (Freeman et al., 2014). The literature highlights how professional identity is a dynamic and multidimensional construct, influenced by personal, social, cultural, and professional factors (Hanna et al., 2019; Day, 2002). Despite growing interest in this topic, studies have predominantly focused on specific disciplines or school levels, while the development of teachers’ professional identity from an inclusive perspective remains understudied. In inclusive educational contexts, professional identity is enriched with skills, values, and attitudes geared toward recognizing diversity, encouraging the participation of all students, and promoting educational equity. In this process, initial teacher education plays a crucial role, offering opportunities for critical reflection on their own professional beliefs and practices and fostering the construction of a solid teacher identity (Olsen, 2008; Farrell, 2011). In light of these considerations, this exploratory study analyses the literature on the development of teacher professional identity from an inclusive perspective and presents a research design aimed at investigating the perceptions of primary school students regarding their preparation for teaching in inclusive classes.
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