Constructing inclusive teacher identity in a Finnish international teacher education programme: Indonesian teachers' learning and post-graduation experiences

Abstract

This article explores how Indonesian teachers continuously reconstruct their identity as inclusive teachers during learning and after graduating from a Finnish master's degree Programme. Taking a narrative and dialogical perspective on identity construction, we analyse the teachers' narratives about their experiences during learning and after graduation when they returned to their respective schools. The findings illustrate the process of teacher identity construction to be inclusive teachers as a repositioning loop. Furthermore, the dynamics of self and others' repositioning provide insights into challenges and contradictions in implementing inclusive education in the post-conflict and post disaster context. The study may provide insights into how teacher identity construction influences inclusive education implementation and its potential to describe the dynamics of this process.