Becoming Inclusive: A Retrospective Grounded Theory Analysis of Teacher Identity Formation in a Pakistani Special Education Program

https://doi.org/10.5281/zenodo.17538745

Abstract

The current study is retrospective grounded theory research focused on the professional identity development of ten teacher educators in a Pakistani special education program. Basing itself on interpretivist paradigm and symbolic interactionist, theoretical viewpoints of teaching allow the analysis of how identities of teachers educators were transformed over a period, i.e. at the stage of pre-service training, first practices, and professional stage. The data collection took the form of semi structured interviews, analysis of training documents and reflective narratives. Analyzing the data on stages of positive identity transformation with the help of constant comparative analysis based on open and axial coding, the study identifies three main identity transformation phases: initial resistance and pedagogical dissonance, negotiated reconstruction through collaborative practice, and consolidated inclusive self-conceptualization. Results have shown that the identity made by teacher educators had been strongly influenced by limited resources, cultural disposition to disability, weak administration, and the experiences that they have in the professional learning community. The resulting theory shows how the choice to employ inclusive pedagogical forms selectively by the Pakistani teacher educators goes hand in hand with the challenges of limited socio-cultural lives faced by these teachers along with institutional constraints. The study provides insights into research based on the development of teacher identity in contexts of resource-constrained settings and provide insights into redesigning pre-service teacher education programs, continuing professional development and inclusive education policy reform in Pakistan.