Constructing a Sense of Purpose and a Professional Teaching Identity: Experiences of Teacher Candidates with Disabilities
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| Title: | Constructing a Sense of Purpose and a Professional Teaching Identity: Experiences of Teacher Candidates with Disabilities |
|---|---|
| Language: | English |
| Authors: | Moore, Adam, Kern, Victoria, Carlson, Alexis, Vaccaro, Annemarie, Kimball, Ezekiel W., Abbott, Jordan A., Troiano, Peter F., Newman, Barbara M. |
| Source: | Educational Forum. 2020 84(3):272-285. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Secondary Education |
| Descriptors: | Professional Identity, Teaching (Occupation), Preservice Teachers, Undergraduate Students, Elementary Secondary Education, Change Agents, Occupational Aspiration, Educational Experience, Students with Disabilities, Career Choice, Self Advocacy, Parent Influence, Inclusion, Barriers, Self Concept |
| DOI: | 10.1080/00131725.2020.1738608 |
| ISSN: | 0013-1725 |
| Abstract: | Using grounded theory, we examined the ways in which undergraduate teacher candidates with disabilities developed a sense of purpose and constructed professional identities. Our findings suggest K-12 experiences with advocacy as well as exclusionary school experiences influenced their emerging professional identities. Resistance to a deficit view of disability was central to teachers' professional identities and influenced their desire to become "change agents" in their future professions. We describe collegiate experiences that affirmed or presented roadblocks to their career path. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1260158 |
| Database: | ERIC |
| Abstract: | Using grounded theory, we examined the ways in which undergraduate teacher candidates with disabilities developed a sense of purpose and constructed professional identities. Our findings suggest K-12 experiences with advocacy as well as exclusionary school experiences influenced their emerging professional identities. Resistance to a deficit view of disability was central to teachers' professional identities and influenced their desire to become "change agents" in their future professions. We describe collegiate experiences that affirmed or presented roadblocks to their career path. |
|---|---|
| ISSN: | 0013-1725 |
| DOI: | 10.1080/00131725.2020.1738608 |
