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Promoting inclusivity: exploring Turkish language teacher identity and cognition in special education for students with visual impairments

Halil Ibrahim Cinarbas (Department of Translation and Interpretation, Kahramanmaras Istiklal Universitesi, Kahramanmaras, Türkiye)
Aysegul Daloglu (Department of Foreign Language Education, Middle East Technical University, Ankara, Türkiye)

Quality Assurance in Education

ISSN: 0968-4883

Article publication date: 13 August 2024

Issue publication date: 29 August 2024

106

Abstract

Purpose

This case study aims to enrich research on language teacher identity and cognition by detailing the experiences of English language teachers instructing students with visual impairments in Türkiye, exploring the (re)formation of their identity and cognition within this context.

Design/methodology/approach

This study uses a qualitative approach, combining interviews, observations, field notes and legal document analysis. Hiver and Al-Hoorie's (2016) Complexity Theory guides data collection and analysis, supported by MAXQDA software.

Findings

The findings highlight the influences of personal, social, cultural and educational factors on language teacher identity and cognition, with a focus on interactions in preservice education, institutional requirements and instructional methods at the School for the Blind.

Originality/value

This case study provides practical and theoretical insights into language teacher identity and cognition within special education schools, contributing to the broader discourse on diversity in this field.

Keywords

Citation

Cinarbas, H.I. and Daloglu, A. (2024), "Promoting inclusivity: exploring Turkish language teacher identity and cognition in special education for students with visual impairments", Quality Assurance in Education, Vol. 32 No. 4, pp. 611-627. https://doi.org/10.1108/QAE-01-2024-0013

Publisher

:

Emerald Publishing Limited

Copyright © 2024, Emerald Publishing Limited

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