Promoting inclusivity: exploring Turkish language teacher identity and cognition in special education for students with visual impairments

Date

2024-01-01

Author

Cinarbas, Halil Ibrahim
Daloğlu, Ayşegül

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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Purpose: This case study aims to enrich research on language teacher identity and cognition by detailing the experiences of English language teachers instructing students with visual impairments in Türkiye, exploring the (re)formation of their identity and cognition within this context. Design/methodology/approach: This study uses a qualitative approach, combining interviews, observations, field notes and legal document analysis. Hiver and Al-Hoorie's (2016) Complexity Theory guides data collection and analysis, supported by MAXQDA software. Findings: The findings highlight the influences of personal, social, cultural and educational factors on language teacher identity and cognition, with a focus on interactions in preservice education, institutional requirements and instructional methods at the School for the Blind. Originality/value: This case study provides practical and theoretical insights into language teacher identity and cognition within special education schools, contributing to the broader discourse on diversity in this field.

Subject Keywords

Complexity theory, Teacher cognition, Teacher identity, Visual impairment

URI

https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85200959244&origin=inward
https://hdl.handle.net/11511/110757

Collections

Department of Foreign Language Education, Article