It gave me a new meaning as a teacher
Reimagining professional identity through school‐wide innovation in autism‐specific education
Bibliographic Data
| ID | 7161107 |
|---|---|
| Authors | Mati Zakai‐mashiach (0000-0001-6621-6531, Department of Special Education Beit‐Berl Academic College Kfar‐Saba Israel, corresponding author) |
| Year | 2026 |
| Volume | 26 |
| Issue | 1 |
| Publication date | 2026-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Special Educational Needs (JOURNAL) |
| Journal identifiers | ISSN: 1471-3802 • E-ISSN: 1471-3802 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1471-3802.70062 |
| OpenAlex | W7124769714 |
| Language | EN |
| References cited | 45 |
Educational innovation is increasingly recognised as essential for improving teaching and learning. However, little is known about systemic pedagogical innovation in segregated schools for autistic students, particularly regarding teachers' experiences of organisational and instructional change. This qualitative case study examined the Tracks Program , a flexible tracking model that reorganised classroom structures within an autism‐specific school. Instead of fixed homerooms, students moved between specialised learning tracks designed around teachers' areas of interest and expertise, creating fluid, ability and motivation‐based groups. Semi‐structured interviews with 11 track‐leading teachers were thematically analysed. Four themes were developed through thematic analysis: (1) innovation as a catalyst for professional identity development: teachers gained renewed clarity, confidence, and purpose; (2) innovation as a buffer against burnout: the program revitalised daily routines and sustained motivation; (3) fostering teamwork and belonging: the program encouraged collaboration and mutual learning; and (4) implementation challenges: including adapting to diverse learners and unclear role definitions for support staff. Although primarily designed to enhance student learning, the program shapes teachers' professional experiences. By granting educators autonomy to develop and lead tracks aligned with their expertise, the innovation fostered ownership, engagement and professional growth, offering practical insights for empowering teachers in special education settings
Autonomy · Professional development · Qualitative research · Teamwork · Thematic analysis · Autism Spectrum Disorder Research · Innovative Education and Learning Practices · Teacher Education and Leadership Studies
Diagnostic and Statistical Manual of Mental Disorders
Communities of Practice
What counts as evidence of inclusive education?
Special Education Teacher Burnout
Variations in the conditions for teachers' professional learning and development
School climate and social–emotional learning
The role of beliefs in teacher agency
Special Education Teacher Attrition and Retention
Reinvigorating the Desire to Teach
Creating Inclusive Schools for Autistic Students
Reflecting on reflexive thematic analysis
How Is Professional Identity Associated with Teacher Career Satisfaction? A Cross-Sectional Design to Test the Multiple Mediating Roles of Psychological Empowerment and Work Engagement
Segregated education as a challenge to inclusive processes
Teachers’ attitudes toward pedagogical changes during various stages of professional development
Perceptions of autonomy
Taking 21st century skills from vision to classroom
Building successful partnerships between teaching assistants and teachers
Towards an understanding of teacher attrition
Comparison of teachers in France and in Quebec working with autistic students
Teacher professional development in Teaching and Teacher Education over ten years
The Development of Individualized Education Programs
| Highly cited | No |
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