The identity of the special education teachers in times of accountability policies

Authors

DOI:

https://doi.org/10.14507/epaa.28.4577

Keywords:

Teaching identity, special education teachers, educational policies, accountability policies, special education

Abstract

The main objective of this research is to understand the construction of the identity of special education teachers in the framework of the implementation of educational accountability policies in Chile. Methodologically, this study responds to the qualitative tradition of research, in which 10 special education teachers from the Metropolitan Region participated. The instruments to produce the information in this investigation correspond to the in-depth interview and the reflective log. As a technique for analyzing the narratives, the qualitative content analysis was used. Among the main findings is an identity construction in transformation and stressed by the demands of accountability and the production of standardization and exclusion practices as effects of the educational market logics, which go against the identity that historically these educators have built.

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Author Biography

Fabián A. Inostroza, Universidad de Las Américas

Doctor en Educación de las universidades Alberto Hurtado y Diego Portales. Magíster en Educación mención Dificultades del Aprendizaje (Pontificia Universidad Católica de Chile) y Profesor de Educación General Básica (Pontificia Universidad Católica de Chile). Sus líneas de investigación son: el análisis de políticas educativas, la inclusión escolar y la sociología de la educación.

Published

2020-03-02

How to Cite

Inostroza, F. A. (2020). The identity of the special education teachers in times of accountability policies. Education Policy Analysis Archives, 28, 29. https://doi.org/10.14507/epaa.28.4577

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Section

Articles