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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
FullText Text:
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  Data: Constructing a Sense of Purpose and a Professional Teaching Identity: Experiences of Teacher Candidates with Disabilities
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  Data: <searchLink fieldCode="AR" term="%22Moore%2C+Adam%22">Moore, Adam</searchLink><br /><searchLink fieldCode="AR" term="%22Kern%2C+Victoria%22">Kern, Victoria</searchLink><br /><searchLink fieldCode="AR" term="%22Carlson%2C+Alexis%22">Carlson, Alexis</searchLink><br /><searchLink fieldCode="AR" term="%22Vaccaro%2C+Annemarie%22">Vaccaro, Annemarie</searchLink><br /><searchLink fieldCode="AR" term="%22Kimball%2C+Ezekiel+W%2E%22">Kimball, Ezekiel W.</searchLink><br /><searchLink fieldCode="AR" term="%22Abbott%2C+Jordan+A%2E%22">Abbott, Jordan A.</searchLink><br /><searchLink fieldCode="AR" term="%22Troiano%2C+Peter+F%2E%22">Troiano, Peter F.</searchLink><br /><searchLink fieldCode="AR" term="%22Newman%2C+Barbara+M%2E%22">Newman, Barbara M.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Forum%22"><i>Educational Forum</i></searchLink>. 2020 84(3):272-285.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+%28Occupation%29%22">Teaching (Occupation)</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Change+Agents%22">Change Agents</searchLink><br /><searchLink fieldCode="DE" term="%22Occupational+Aspiration%22">Occupational Aspiration</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Experience%22">Educational Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Choice%22">Career Choice</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Advocacy%22">Self Advocacy</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Influence%22">Parent Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink>
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  Data: 10.1080/00131725.2020.1738608
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  Data: 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.
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        Value: 10.1080/00131725.2020.1738608
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      – Text: English
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        PageCount: 14
        StartPage: 272
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      – SubjectFull: Professional Identity
        Type: general
      – SubjectFull: Teaching (Occupation)
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      – SubjectFull: Preservice Teachers
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      – SubjectFull: Students with Disabilities
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