Negotiating discourses of special education teacher identity
Preservice Special Education Teachers’ Identity (Re)construction During Practicum
Bibliographic Data
| ID | 7169442 |
|---|---|
| Authors | Hui Lin (0009-0002-0642-7761, Quanzhou Normal University, corresponding author) |
| Year | 2026 |
| Volume | 32 |
| Issue | 2 |
| Pages | 239-253 |
| Publication date | 2026-02-17 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Teachers and Teaching (JOURNAL) |
| Journal identifiers | ISSN: 1354-0602 • E-ISSN: 1470-1278 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13540602.2024.2438986 |
| OpenAlex | W4405108147 |
| Language | EN |
| References cited | 31 |
Identity negotiation · Mathematics education · Negotiation · Pedagogy · Practicum · Sociology · Teacher education · Collaborative Teaching and Inclusion · Innovative Education and Learning Practices · Psychology · Teacher Education and Leadership Studies
Social Linguistics and Literacies
Understanding teacher identity in teachers' professional lives
Case Study Research
Thematic Analysis
Speech Genres and Other Late Essays
Soft and hard variables in determining pre‐service teachers' intentions and decisions to pursue a special education career
Thematic Analysis
A review of research on student teachers' professional identity
Between Extraordinary and Marginalized
Reflective Identity of Students/Future Teachers – Chances and Hopes for Shaping a New Educational and Social Reality
They are not like us and neither should they be’
Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession
You choose to care”
Chapter 3
Qualitative Data Analysis
An Examination of Preservice Teachers' Intentions to Pursue Careers in Special Education
| Citation velocity | historical |
|---|---|
| Highly cited | No |