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

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.

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