Abstract:

Teachers’ professional identity, recognised as a dynamic and multidimensional phenomenon (Pishghadam et al., 2022), encompasses the set of beliefs, meanings, and representations that teachers construct about their role. This continuous process of self-interpretation (Gee, 2021) is influenced by multiple and intersecting forms of identity (Hong et al., 2024) that guide ways of being and acting. As a result, it simultaneously influences how teachers understand and interpret their work (Sachs, 2005), becoming particularly significant when working in inclusive school contexts. Although research on teachers’ professional identity development is quite copious, studies connecting this process to working in heterogeneous classrooms remain limited.

The results presented in this paper form part of a broader study aimed at revealing the extent to which initial primary teacher education programmes support the development of a professional identity oriented toward inclusion. This paper presents empirical data collected using a semi-structured questionnaire developed to investigate the dimensions of intrinsic professional value, commitment, professional orientation, attitudes toward inclusion, and self-efficacy in inclusive practices (Hanna et al., 2019; Wong & Liu, 2022; Sharma & Jacobs, 2016; Sahli Lozano et al., 2023), which are considered key elements for effective work in heterogeneous school contexts. The tool was administered to final-year students enrolled in the 5-year single-cycle degree in Primary Education at the University of Salerno (Italy). A total of eighty-six responses were received and analysed using descriptive statistical procedures. The findings are expected to indicate how different dimensions of professional identity related to inclusion are developed towards the end of initial teacher education, highlighting potential strengths and areas requiring further support. In particular, the analysis is expected to reveal how the various dimensions are configured among future primary school teachers. These insights are intended to contribute to the ongoing discussion on how initial teacher education programmes can more effectively integrate theoretical preparation, reflective practices, and field-based experiences to foster the construction of a professional identity oriented toward inclusion in heterogeneous school contexts.

Keywords:

Teacher Professional Identity, Inclusion, Initial teacher training.