Professional Identity and Integrity: SETs' Perspectives on Pedagogy and Practice
Principal Investigator(s): View help for Principal Investigator(s) Tammy Ellis-Robinson, University at Albany, SUNY
Version: View help for Version V1
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Project Citation:
Ellis-Robinson, Tammy. Professional Identity and Integrity: SETs’ Perspectives on Pedagogy and Practice. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2025-04-23. https://doi.org/10.3886/E227505V1
Project Description
Summary:
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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 level 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 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 these has implications for teacher resilience and retention in the face of challenge, professional development, teacher preparation, and policy in special and inclusive education.
Scope of Project
Subject Terms:
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special education;
identity;
COVID-19;
teacher resilience
Geographic Coverage:
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New York State
Data Type(s):
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other
Methodology
Data Source:
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Interview Transcripts
Collection Mode(s):
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computer-assisted personal interview (CAPI)
Related Publications
Published Versions
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