| Title: |
Professional Identity and Integrity: Special Education Teachers' Perspectives on Pedagogy and Practice |
| Language: |
English |
| Authors: |
Tammy Ellis-Robinson (ORCID 0000-0003-1857-008X); Kimberly Colvin (ORCID 0000-0002-6173-7108); Taja Young |
| Source: |
AERA Open. 2025 11(1). |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
17 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research; Tests/Questionnaires |
| Education Level: |
Early Childhood Education; Elementary Education; Grade 1; Primary Education; Grade 5; Intermediate Grades; Middle Schools; Grade 9; High Schools; Junior High Schools; Secondary Education; Grade 10 |
| Descriptors: |
Professional Identity; Integrity; Special Education Teachers; Teaching Methods; Teacher Attitudes; COVID-19; Pandemics; Public School Teachers; Educational Change; Distance Education; Electronic Learning; Ethics; Crisis Management; Blended Learning; In Person Learning; Educational Practices; Grade 1; Grade 5; Grade 9; Grade 10 |
| Geographic Terms: |
New York |
| ISSN: |
2332-8584 |
| Abstract: |
Through a series of interviews of three special educators conducted over 18 months during the COVID-19 pandemic, we gathered information about their experiences, their sense of integrity, and its relationship to the ethics of the profession at the personal, school, and district levels at a crisis time of shifting service provision between online, hybrid, and in-person learning. Interview data offered insight on the dynamic professional special educator teacher identity as it relates to a systems model of identity/role development. The interviewees were selected from special educators who had responded to a survey about their practices during the COVID-19 pandemic. Findings indicate adjustments in identity based on values and experiences related to online, hybrid, and in-person learning shifts, educator motivations, and agency to recognize that these have implications for teacher resilience and retention in the face of challenge, professional development, teacher preparation, and policy in special and inclusive education. |
| Abstractor: |
As Provided |
| Notes: |
https://doi.org/10.3886/E227505V1 |
| Entry Date: |
2026 |
| Accession Number: |
EJ1494525 |
| Database: |
ERIC |