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

Cinarbas H. I., DALOĞLU A.

Quality Assurance in Education, vol.32, no.4, pp.611-627, 2024 (ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 32 Issue: 4
  • Publication Date: 2024
  • Doi Number: 10.1108/qae-01-2024-0013
  • Journal Name: Quality Assurance in Education
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, Academic Search Premier, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), vLex
  • Page Numbers: pp.611-627
  • Keywords: Complexity theory, Teacher cognition, Teacher identity, Visual impairment
  • Middle East Technical University Affiliated: Yes

Abstract

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.