Constructing Special Educational Needs Coordinators' Identities through Emotions

Autor/inn/en	Lin, Hui; Hill, Mary; Grudnoff, Lexie
Titel	Constructing Special Educational Needs Coordinators' Identities through Emotions
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 48 (2022) 1, S.89-101 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hill, Mary)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2021.1928481
Schlagwörter	Special Education; Special Education Teachers; Coordinators; Educational Needs; Professional Identity; Psychological Patterns; Elementary School Teachers; Foreign Countries; Advocacy; Problem Solving; Faculty Development; Teacher Collaboration; New Zealand + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Koordinator; Educational need; Bildungsbedarf; Elementary school; Grundschule; Volksschule; Ausland; Sozialanwaltschaft; Problemlösen; Lehrerkooperation; Neuseeland
Abstract	A growing number of countries have implemented the role of Special Educational Needs Coordinator (SENCo) as a strategy for providing quality inclusive education. While studies have examined general education teachers and/or special education teachers' identities in inclusive educational settings, little research has investigated SENCos' identities. Even fewer studies have examined SENCo identity through the lens of emotion. Hence, the aim of this study was to develop an in-depth understanding of how emotions contribute to SENCo identity construction. Adopting a qualitative multiple case study approach, data were collected from five primary school SENCos in Auckland, New Zealand, via semi-structured interviews, work shadowing and school documents. The findings showed that SENCos, despite dealing with a range of emotions from passion to frustration, all saw themselves as being advocates, problem solvers, learners, collaborators and fighters for children with special educational needs. Drawing on the findings, it is argued that emotions form an indispensable part of SENCo identity and also act as a vital means through which SENCo identity is constructed and enacted. Implications for policy and practice are suggested to inform the recruitment of SENCos and provide SENCos emotional support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01