Becoming a Disabled Teacher: Teacher Placements as Sites for Identity Formation

Autor/inn/en	Juuso Henrik Nieminen; Mollie Dollinger; Rachel Finneran
Titel	Becoming a Disabled Teacher: Teacher Placements as Sites for Identity Formation
Quelle	In: Australian Educational Researcher, 53 (2026) 1, Artikel 22Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Juuso Henrik Nieminen) ORCID (Mollie Dollinger) ORCID (Rachel Finneran)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-025-00949-8
Schlagwörter	Forschungsbericht; Foreign Countries; Preservice Teachers; Students with Disabilities; Teacher Placement; Professional Identity; Barriers; Equal Education; Australia + Suchen Sie Ihr Suchwort? Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Australien
Abstract	Teacher placements are crucial learning opportunities due to their ontological function: in placements, students not only learn but also gather experiences of "being" a teacher. While earlier research has portrayed placements as venues for professional identity formation, this study examines how historically marginalised students become known as (dis)abled teacher subjects in placements. This study examines the identity narratives of five disabled pre-service teachers in Australia through longitudinal interview material and a poststructural, Foucault-inspired analysis of subject formation. Our findings showcase how, in placements, students become known as future professionals in relation to particular 'able' ideals of teachers as someone spatially fit and rational. In placements, students must take part in complex identity work that teacher education rarely acknowledges or provides dedicated support for. Our findings illustrate the unique knowledge and skills that pre-service teachers with disabilities bring to the profession, but also the profound barriers that those students must face who cannot fit the 'norm' of teacher education. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2026/2/06