Educational Policies and Professional Identities: The Case of Chilean Special Educational Needs (SEN) Teachers under New Regulations for SEN Student Inclusion in Mainstream Schools

Autor/inn/en	Palacios, Rosario; Larrazabal, Sofia; Berwart, Rocío
Titel	Educational Policies and Professional Identities: The Case of Chilean Special Educational Needs (SEN) Teachers under New Regulations for SEN Student Inclusion in Mainstream Schools
Quelle	In: Ethnography and Education, 15 (2020) 4, S.479-492 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Palacios, Rosario) ORCID (Larrazabal, Sofia) ORCID (Berwart, Rocío)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2019.1700385
Schlagwörter	Educational Policy; Educational Change; Professional Identity; Special Education Teachers; Mainstreaming; Inclusion; Students with Disabilities; Teacher Attitudes; Role Perception; Foreign Countries; Chile (Santiago) + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Bildungsreform; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Role conception; Rollenverständnis; Ausland
Abstract	This article explores the professional identities of SEN teachers as related to new Chilean policies for educational inclusion. It focuses on the way in which professional identities are transformed by the new educational setting for special education. Drawing on ethnographical observation in four schools in Santiago, Chile we describe and analyse the main tensions present in SEN teachers' everyday experiences building from a dialogue between their stories and their rule constrained practices. By doing so, we show how teachers' professional identities are the product of a deep negotiation with themselves in which their understanding of inclusion, special educational needs and the new policy are at the heart of their inquiry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01