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<p>Early childhood education (ECE) teacher-identity formation starts from the time student-teachers enter initial teacher education (ITE) programmes through to the end of their teaching careers. Because teachers’ identities are socially constructed, everyone involved in educational contexts plays a role in supporting or hindering a teacher’s sense of their professional self. Using a qualitative methodology, we conducted a research project in 2023 that invited ECE student-teachers and teachers with disabilities to complete an online survey. The survey contained open-ended questions and was designed to capture respondents’ inclusion and exclusion experiences within these contexts. Analysis of the data enabled us to identify patterns, discourses, and themes relevant to teacher identities. Key findings featured barriers to and facilitators of positive identity development in student teachers and teachers with disabilities and the implications of these for inclusion within ITE and ECE settings. This article emphasises how ITE and ECE workplaces can challenge barriers and support the construction of positive teacher identity for disabled teachers and offers recommendations for future policy and practice.</p>

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“You’re not Competent if You’re Autistic”: the Identity Dilemmas of Teachers with Disabilities: How ITE and ECE Can Support the Construction of Positive Teacher Identities

  • 期刊论文

  • 发表日期：

    2025年5月6日

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  • Donna Williamson-Garner,
  • Derek Hartley,
  • Veronica Griffiths,
  • Erin Hall,
  • Fleur Hohaia-Rollinson,
  • Jenny Malcolm,
  • Kerry Purdue,
  • Jackie Solomon

摘要

Early childhood education (ECE) teacher-identity formation starts from the time student-teachers enter initial teacher education (ITE) programmes through to the end of their teaching careers. Because teachers’ identities are socially constructed, everyone involved in educational contexts plays a role in supporting or hindering a teacher’s sense of their professional self. Using a qualitative methodology, we conducted a research project in 2023 that invited ECE student-teachers and teachers with disabilities to complete an online survey. The survey contained open-ended questions and was designed to capture respondents’ inclusion and exclusion experiences within these contexts. Analysis of the data enabled us to identify patterns, discourses, and themes relevant to teacher identities. Key findings featured barriers to and facilitators of positive identity development in student teachers and teachers with disabilities and the implications of these for inclusion within ITE and ECE settings. This article emphasises how ITE and ECE workplaces can challenge barriers and support the construction of positive teacher identity for disabled teachers and offers recommendations for future policy and practice.