Understanding Yourself as an Inclusive Teacher – Teacher Professional Identity Development

Figure 1: “Becoming and ‘being’ a teacher”

As Reeves (2018: 98) highlights with regard to teacher identity work in neoliberal contexts, (re)negotiating teacher professional identity is situated within the “multiple, differentially-powered voices that conflict and converge around what makes for ‘good’ teaching and teachers.” Looking at teacher professional identity in the era of accountability, Buchanan (2014: 700) notes that “20 years of standardisation, tight coupling, and ubiquitous testing practices have begun reshaping the nature of many teachers’ professional identities.” This is of particular importance as tensions between inclusive education and standardisation and accountability may arise, for instance concerning the understanding of student achievement. At the same time, Ainscow et al. (2006) indicate that, on school level, the standards agenda and inclusive education are intertwined. Based on their research, they underline the need to “support teachers to take greater control over their own development” (Ainscow et al., 2006: 306).

Overall, it becomes clear that teacher professional identity is not a static concept. This is of particular importance when looking at teacher professional identity development in times of change.

The professional profile of teachers has always been dynamic, adapting to meet the needs of educational systems influenced by societal shifts and advancements in learning processes (Martínez-de-la-Hidalga & Villardón-Gallego, 2019). Given teachers’ significant impact on learner outcomes, society and educational systems place high and varied expectations on their roles, particularly during periods of transformation. In a world marked by instability and uncertainty, the complexities within educational systems are amplified, necessitating strategic and policy approaches that emphasise innovation and flexibility over traditional methods (Suarez & McGrath, 2022).

Teachers are responsible for fostering children’s intellectual development and preparing future generations to face new challenges (Martínez-de-la-Hidalga & Villardón-Gallego, 2019). In this capacity they play a pivotal role in the modernisation of society. Therefore, the goals and outcomes of education must align with societal changes. School and system reforms, whether focused on national or global objectives, must adapt to these shifts by redefining teachers’ roles and competencies. This requires ongoing professional development (see chapter on Professional  Development) and lifelong learning programs, allowing teachers to keep their knowledge and skills up to date in response to evolving societal demands, demands integral to the development and sustainability of teacher identity (Thomas, 2019).

As the professional landscape for teachers continues to evolve, a strong professional identity becomes increasingly important. This identity, which includes teachers’ beliefs and perceptions of their roles, is vital for navigating these rising expectations and ensuring the delivery of high-quality education (Suarez & McGrath, 2022). To gain a clearer understanding of the contextual shifts that can challenge the role of a teacher and influence the development of their professional identity, this chapter will explore examples of changes that may be unexpected within the teaching profession.

The implementation of Inclusive Education

The role of teachers is dynamic in that it constantly adapts to the changing demands of education systems as it responds to societal shifts and developments in learning methods (Martínez-de-la-Hidalga & Villardón-Gallego, 2019). A pivotal transformation in educational science occurred in the 1970’s when the focus moved from a segregated education system to one that promotes inclusive education, welcoming every child. The importance of inclusive education for all learners, both with and without special needs, has been well established. It represents a worldview where fundamental education is accessible to everyone, ensuring full participation, membership, and civic rights. Integrating learners with diverse abilities and cultural backgrounds into the same classrooms symbolises societal cohesion and integration, highlighting the broader societal value of heterogeneity in education beyond just academic outcomes (Galkienė, 2014).

UNESCO (2005) defines inclusive education by highlighting four key principles: Inclusion is an ongoing process aimed at continuously improving responses to diversity within the learning environment, it involves the continuous identification and removal of barriers to learning, it focuses on the participation and achievement of all learners in educational settings, and it places particular emphasis on groups of learners who may be at risk of marginalisation, exclusion, or underachievement. These principles highlight that educational systems constantly change, necessitating ongoing efforts to provide effective education for every learner (Zimba, Möwes & Victor, 2018).

A study done by Galkienė (2014) exploring the socio-educational characteristics that define the professional identity of teachers in the context of inclusive education shows that both learners and teachers highlight the significance of establishing a supportive and individualised learning environment that encourages participation from all learners. Learners appreciate teachers who exhibit empathy, understanding, and the ability to connect personally, valuing those who maintain a balance between being both demanding and caring (Galkienė, 2014). Teachers reflect on the need to build strong personal relationships with learners, recognising the importance of understanding each learner’s uniqueness and interpersonal differences. They also highlight the necessity of continuous professional development, creativity in organising the educational process, and the ability to motivate and support learners to achieve success (Galkienė, 2014). Thus, developing a teacher’s professional identity in the context of inclusive education requires ongoing adaptation to the multiplicity of learners, shaped by the teacher’s capacity to understand and embrace these differences. Teachers cultivate their professional identity through continuous reflection on their practices and by striving to enhance their skills and knowledge to ensure the success of every learner in an inclusive environment.

Unforeseen social change

As the teaching profession continues to evolve, marked by significant disruptions like the COVID-19 pandemic, the importance of cultivating a strong professional identity has become increasingly apparent (Suarez & McGrath, 2022). The pandemic posed unprecedented challenges, requiring teachers to rapidly adapt to new demands and environments. This adaptation included developing innovative teaching methods and utilisingnew online communication strategies with learners and colleagues. Balancing the pastoral care of their learners with their own professional and personal challenges profoundly impacted teachers’ self-perception, emotions, and overall performance (Bacova & Turner, 2023).

The sudden closure of schools worldwide due to COVID-19 forced teachers to swiftly transition to virtual instruction to meet the needs of learners and families. Teachers adapted to new teaching modalities overnight, often working harder than before while managing their own children’s education at home. They faced difficulties in ensuring learner engagement, particularly for those without reliable internet access. The pandemic underscored the essential role of teachers and their significant impact on learners’ lives (Jones & Kessler, 2020). Before the pandemic, there was already a strong emphasis on the crucial role of teachers in supporting the academic, social, and emotional well-being of learners. Teachers build their professional identities around these discourses, which emphasise care and impact as central to their roles (Jones & Kessler, 2020).

Bacova and Turner (2023) emphasise the importance of open vulnerability in shaping teachers’ professional identity. During the COVID-19 pandemic, teachers navigated an emotional journey from anxiety and self-doubt to a reaffirmation of their roles as caring professionals, often driven by positive feedback from learners, colleagues, and communities. Despite sometimes opposing institutional rules, teachers found pride in their autonomous decisions, reinforcing their self-image as compassionate educators (Bacova & Turner, 2023). Their vulnerability encompassed empathy, accountability, and a commitment to helping learners through the social and economic challenges. This approach also extended to supporting colleagues’ well-being and professional growth. Reflecting on these experiences was found to be cathartic, helping teachers gain a deeper understanding of themselves and the future challenges they may face.

The Era of Technology

In the digital age, the role of teachers has expanded significantly, with their responsibilities constantly changing. Teachers are no longer just sources of information, they also serve as role models and mentors, shaping a society that is in constant flux (Avidov-Ungar & Forkosh-Baruch, 2018; Martínez-de-la-Hidalga & Villardón-Gallego, 2019). Traditionally, teacher identity was defined by the necessary competencies and knowledge, such as pedagogical skills and subject expertise. This traditional view underscores the importance of evaluation and ongoing professional development (Martínez-de-la-Hidalga & Villardón-Gallego, 2019). As educational needs and scientific advancements have progressed, teachers’ roles have shifted from simply delivering knowledge to facilitating learning, providing guidance, support, and values education. This evolution calls for training that covers not just teaching skills but also interpersonal, communicative, and Information Communication Technology (ICT) competencies. Thus, teachers’ professional identity involves understanding changing roles and acquiring relevant skills and knowledge (Martínez-de-la-Hidalga & Villardón-Gallego, 2019).

Such a role change occurred with the COVID-19 outbreak that forced educational institutions to implement extensive changes within weeks, shifting teaching to various online platforms that were unfamiliar to many teachers. Online teaching that goes beyond merely supplementing traditional methods requires teachers to re-evaluate their core beliefs about teaching and learning, as well as their roles. Many teachers were left unsupported and untrained to manage the transition to a fully technology-mediated environment, where policies and practices differ significantly from face-to-face settings. Consequently, teachers’ professional identities can be impacted, as teachers can feel vulnerable when long-standing principles and practices are challenged by new policies or expectations (El-Soussi, 2022).

The COVID-19 outbreak enforced giant steps to adapting education to the 21st-century requirements, essential for adopting innovative pedagogy. This involves implementing new educational approaches to prepare learners better for modern challenges. Innovative pedagogy consists of planned educational activities, introducing new ideas to enhance learning through interaction, ideally using project-based learning focused on real-life problems (Avidov-Ungar & Forkosh-Baruch, 2018). Curricula then needs to be developed by teachers who have 21st-century skills, focusing on learners’ interests and future skills. This includes integrating ICT to support knowledge-based teaching, active learning, and diverse resources. The concept of “quality pedagogy in an innovative environment” according to Avidov-Ungar and Forkosh-Baruch (2018), highlights the dynamic relationship between pedagogy and evolving learning contexts. Innovation in pedagogy may not always involve radical changes but can be seen as a gradual and relative process.

According to Steel (2009), as cited by El-Soussi (2022), teacher beliefs are often implicit and complex, potentially serving as either an obstacle to change or facilitator of effective practices. Integrating technology into daily teaching is challenging, as even technologically proficient teachers may not recognise its pedagogical value. Teachers whose pedagogical beliefs do not align with technology use are likely to avoid it or use it in ways that do not fit their teaching philosophy. Conversely, teachers whose beliefs align with technology tend to be more successful in adopting it in their teaching (El-Soussi, 2022). Thus, positive attitudes and beliefs about the value and utility of technology, with proficiency in ICT, encourage the acceptance and use of innovative technology-based teaching methods. Consequently, how teachers develop their professional identity effects the advancement of pedagogical changes and reforms (Avidov-Ungar & Forkosh-Baruch, 2018).

Teacher Professional Identity Development in Times of Change involves teachers adapting and evolving their professional selves in response to shifts in the educational landscape. This process includes reflecting on their roles, values, and practices, particularly during significant changes like introducing new inclusive practices, adopting new technologies, adjusting to educational policy shifts, or facing unexpected challenges like the COVID-19 pandemic. Teachers continually redefine their professional identity to meet new demands and to ensure they can effectively support their learners’ learning and well-being.

In China, there is a strong tradition of emphasising Teacher Professional Development (TPD) in teacher education, with future teachers studying their main subject for four years, encompassing both educational theory and practical teaching experience. After graduation, subject specialisation is a key part of a teacher’s identity, particularly in primary and secondary schools, where teachers focus on a single subject such as mathematics, Chinese, or English. This contrasts with some other countries, where primary school teachers may handle multiple subjects.

TPD in China is an ongoing process that helps new teachers quickly develop their subject-specific teaching skills. Various strategies support this growth, including mentoring by experienced teachers, participation in instructional and research groups, observing other teachers, and receiving feedback on teaching effectiveness. Teacher promotion in China follows a structured hierarchy linked to both professional development and salary increases, ranging from new teachers to expert master teachers.

However, when it comes to inclusive education, TPD alone is not enough. Teachers also need to engage in Teacher Professional Identity Development (TPID) to fully understand and implement inclusive education. While inclusive education is still in its early stages in many parts of China, cities like Shanghai have begun integrating learners with special needs into mainstream classrooms. Despite these efforts, challenges remain as learners with special needs are often exempt from academic exams, leading to a focus on learners without special needs due to teacher evaluations being based on learner performance.

Inclusive education in China is deeply connected to the reform of special education, which for over a century has segregated learners with special needs into special schools. By the late 1980’s, China began transitioning to a more integrated system, moving learners with special needs from special schools into regular classrooms. By 2003, the majority of special education learners were learning in regular schools, though this shift has been met with mixed success. Many regular school teachers lack the training to effectively manage classrooms that include learners with special needs, and some reforms have been superficial, without a true change in mindset.

In recent years, the Chinese government has shown a commitment to inclusive education. Following the 2015 UNESCO Education Forum and the Education 2030 agenda, China has introduced policies to promote inclusive and equitable quality education. Scholars and experts in China have been instrumental in advancing research and practices in inclusive education, establishing centres for studies, and developing experimental projects in several provinces.

While progress has been made, significant challenges remain, particularly in fostering an inclusive culture within schools and society, reforming curricula, and adequately preparing teachers. Despite the Chinese definition of inclusive education emphasising the inclusion of all learners and opposing discrimination (Huang Zhicheng, 2004), many teachers continue to overlook the needs of learners with disabilities. As the country moves forward in both TPD and TPID, achieving true inclusive education remains a long-term goal, though the path towards it is becoming clearer.

Inclusive education in Namibia continues to evolve. After ratifying key commitments that support the inclusion of learners with special needs in general education and, ultimately, their integration into society (such as the UN Convention on the Rights of Persons with Disabilities of 2006, the Salamanca Declaration of 1994, and the National Policy on Disability Revised Draft of 2011), Namibia has made significant strides by establishing an Education Sector Policy for Inclusive Education in 2013 (Chitiyo et al., 2016).

With this policy, teachers have received in-service training to better support learners with special needs in inclusive classrooms. Existing special schools, now referred to as resource schools under the Sector Policy on Inclusive Education, continue to play a vital role in equipping other teachers with specific strategies for teaching and supporting learners with special needs. However, more efforts are required to effectively address needs and allocate resources (Chitiyo et al., 2016).

Inclusive teaching requires teachers to recognise and value the diverse experiences and abilities of all learners, understanding that every learner’s potential is unlimited and embracing diversity. Although teachers generally show a commitment to inclusive education, their attitudes are often influenced by concerns about their readiness and the adequacy of the education system’s support. Effective inclusive teaching necessitates thorough training, adequate support, suitable working conditions, and the freedom to adapt teaching methods. Teachers must be responsible for offering diverse learning opportunities to all learners and continuously reflect on their practices to combat social biases and stereotypes (UNESCO, 2020).

High-quality training is crucial for inclusive teaching, addressing gaps in teachers’ knowledge about inclusive pedagogies, instructional techniques, classroom management, and multi-professional collaboration. This training must be practical, comprehensive, and include follow-up support to help teachers integrate new skills into their classroom practices. The challenge lies in moving beyond the traditional approach of preparing different teachers for different types of learners that can suppress diversity issues in teacher education and hinder effective inclusive teaching (UNESCO, 2020).

In Namibia, the Ministry of Education has raised concerns about the adequacy of pre-service training for inclusive and special education. According to Chitiyo et al. (2016), a 2013 educational needs assessment report identified a shortage of skilled professionals, particularly in special education, where specific training is lacking. While some inclusive education training is provided, it is insufficient to meet the needs of learners with special needs. Therefore, specialised training and ongoing professional development are essential to better equip teachers and enhance education quality for these learners.

A study by Mokaleng and Möwes (2020) indicates that teachers in a particular region in Namibia view supportive leadership as crucial for the success of inclusive education, emphasising the vital role school leaders play in providing necessary support. Without this support, inclusive policies are at risk of failing. The study further highlights the need for inclusive leadership to implement effective educational policies and programs. Many teachers feel unsupported, leading to negative attitudes towards inclusive education, often linked to insufficient knowledge, skills, training, and support. In addition, the study points out that large class sizes are perceived as a significant challenge to inclusive education in Namibia, with many teachers feeling overwhelmed and unable to meet the needs of all learners effectively. Teachers acknowledge that their attitudes are critical to the success of inclusive education, and negative attitudes are often associated with inadequate training and skills. Many also believe that inclusive education places excessive demands on them, likely due to a lack of knowledge and support, contributing to feelings of being overwhelmed. Thus, negative attitudes that often arise from a lack of support are identified as a major barrier to successfully implementing inclusive education (Mokaleng & Möwes, 2020).

The majority of teachers in a study by Chitiyo et al. (2016) emphasised the importance of professional development for teaching learners with special needs. This indicates that teachers in Namibia see the need for further training, suggesting that current pre-service education, which includes only a few courses on inclusive education, may not be enough to prepare them for supporting learners with special needs. However, the positive attitude toward professional development presents a valuable opportunity for Namibia to develop and implement robust special education training programs (Chitiyo et al., 2016). Research highlights a strong link between teacher professional development and overall education quality, particularly in relation to teachers’ beliefs, practices, and learner education. Effective professional development includes workshops, in-class coaching, team planning, action research, peer observation, and study groups. Namibia’s teacher development programs incorporate many of these elements, aligning with international best practices to enhance education quality (USAID/EQUIP1, 2006). However, significant work remains to be done in Namibia to ensure positive outcomes for all individuals with special needs.

In Germany, developments of inclusive education vary highly between the different federal states (Steinmetz et al., 2021), also regarding the persistence of special schools. As Powell et al. (2016: 244) conclude: “The German case, despite the legitimacy crisis of special schooling since ratification of the UN-CRPD, also reveals the remarkable path-dependent persistence of segregated and stratified schooling.” With great variance between the federal states, the extensive network of special schools largely remains (Bildungsbericht, 2024). This parallel system of special schooling limits learners’ opportunities for educational success by obtaining higher education qualifications (Bildungsbericht, 2024), as Goldan and Kemper (2020) have shown regarding learners with special educational needs in the field of learning difficulties.

In the last years, there have been increased links between inclusion and diversity in the German speaking discourses (Resch et al., 2020) and an increased emphasis on intersectional perspectives (Haas & Penkwitt, 2023). However, notions of inclusive education that focus on special educational needs or disabilities prevail (Löser & Werning, 2015). This leads to a missing link to migration pedagogy (Paraschou & Soremski, 2022) and disregards, for instance, intersections of language and disability (Mecheril & Natarajan, 2022). A narrow understanding of inclusive education as focused on special educational needs is reflected in a study on pre-service teachers’ understandings by Schaumburg et al. (2019).

With regard to the ways in which inclusive education is embedded in German teacher education programs, Blasse et al. (2023) emphasise that teacher education should enable pre-service teachers to perceive relations of power and domination and reflect on their own positioning within them. This would entail questioning their own beliefs, learning about the deconstruction of normative images and concepts of education as a core component of teacher education, and fostering critical reflection on power dynamics, differences, and inequalities as an essential part of developing a professional identity as a teacher. Paraschou and Soremski (2022) call for a broader understanding of inclusive education within educational science to ensure participation for everyone. The joint recommendations by the German Rectors’ Conference and the Standing Conference of the Ministers of Education and Cultural Affairs of the States in the Federal Republic of Germany (2015) on “Educating teachers to embrace diversity” state: “degree programs which lead to a teaching position in any type of school and at any level of schooling should prepare prospective teachers cooperatively to take a constructive and professional approach to diversity” (HRK & KMK, 2015: 2).

However, several challenges for teachers’ professional development and teacher education remain. The prevalence of a narrow understanding of inclusive education remains challenging regarding broader notions of diversity. For instance, Schreiter’s (2021: 72) analysis of module descriptions in initial teacher education for primary education indicates a lack of reference to sexual and gender diversity in teacher education programs. Furthermore, the strong tradition of special schooling in Germany is also reflected in teacher education programs, which mostly rely on a distinct model with separate programs for general and special education (Heinrich et al., 2013). At the same time, there are differences concerning the federal states and their respective guidelines and frameworks for teacher education. Hence, there are also examples for more integrated approaches to teacher education on the university level (Bielefeld University: Kottmann & Miller, 2022) or there have been changes on the federal state level following the UN-CRPD, for instance in the federal state of Berlin. Within separate tracks for special education, Junge’s (2020: 6) study on pre-service special education teachers reflects insecurities in the contexts of different situations in inclusive or special schools as well as the “need for students to be recognised as a ‘real’ teacher.” By way of example, this reflects the crucial role of teacher professional identity development in the context of changes as well as persistence in schools.

In recent years, professionalisation and teacher professional development regarding inclusive education and diversity have been the focus of several initiatives on both the federal and state level. Especially within the Quality Initiative for Teacher Education (Qualitätsoffensive Lehrerbildung) funded by the German Federal Ministry of Education and Research (BMBF) together with the federal states between 2015-2023. This initiative had the overall aim to improve the quality of teacher education, one major focus was placed on heterogeneity and inclusion. The projects included cross-sectional topics that considered curricula, methods, and teaching and learning arrangements in teacher education for all programs (BMBF, 2024). However, the end of funding places several challenges, for instance with regard to focusing on multidisciplinary collaboration as one important aspect for inclusive education (=> cross ref All means all chapters “Working within multidisciplinary teams” and “teacher  agency”here) within teacher education programs (BMBF, 2023: 25).

By way of example, we reviewed teacher professional identity development in three contexts. At the same time, it is also important to engage with intersectional perspectives on teacher professional identity development, which will be addressed in the following section.