Abstract
In this article I discuss how teachers’ professional identity has influenced their perceptions and actions in the context of the implementation of the educational policy of Differentiated Instruction (DI) in Cyprus. Utilizing a Bourdieusian framework as the basis for my deliberation I discuss the testimonies of 13 teachers, collected via interviews. It is argued that teachers, perceived themselves as ministers-agents in the service of the society, pursuing the noble mission of educating children. This perception empowered them to persevere and keep on trying, despite the difficulties they encountered.
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