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ERIC Number: EJ897513
Record Type: Journal
Publication Date: 2010-Nov
Pages: 10
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0742-051X
General, Special "and" ... Inclusive: Refiguring Professional Identities in a Collaboratively Taught Classroom
Naraian, Srikala
Teaching and Teacher Education: An International Journal of Research and Studies, v26 n8 p1677-1686 Nov 2010
In implementing inclusive education, special educators frequently collaborate with general educators in various settings. How does such collaborative practice complicate the configuration of their professional identities? This paper uses the framework of "figured world" (Holland, Lachiotte, Skinner, & Cain, 1998) to scrutinize the practice of one special educator, Stephanie. Alternatively assuming both subordinate and lead positions within a collaborative teaching team, Stephanie refigured her professional identity and practice contingently, initiating a trajectory of change that extended to "out-of-classroom" spaces (Clandinin & Connolly, 1996). Stephanie's improvisations in this process index the significance of teachers' authorial spaces in the implementation of inclusive education.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A