Identity Development of Literacy Teachers of Adolescents With Significant Cognitive Disabilities

• In Event: Roundtable Session 13
  In Roundtable Session: Research in Teaching Students With Intellectual Disability

Abstract

This study employed the theory of identity development and figured worlds to investigate how historical and current educational context, preservice and inservice teacher preparation, and school and classroom context influenced the development of the literacy teaching identity of teachers of adolescents with significant cognitive disabilities. A multiple case study design was employed to compare six teachers to determine how these factors influenced their literacy teaching identity. Data sources included classroom teaching observations, interviews, and artifacts. Teachers had to use their personal and professional resources to reconcile the values and messages put forth by each of the abovementioned areas in order to enact their literacy teaching identity. Recommendations for teacher educators, policy makers, and school and district administrators are presented.

Author

• Carly A. Roberts, Purdue University