An English Language Teacher’s Professional Identity In An Inclusive School

Abstract

Some empirical studies about English teachers in inclusive education in Indonesia have been conducted (Puspitasari, 2019; Yekti, et al., 2019; Rizki, 2019; and Sheehy & Budianto, 2015), but no empirical studies discuss about the teacher's identity in an inclusive education context. The purposes of this study are to describe two things, first, how an English teacher in an inclusive education-based school shapes her professional identity, second, to explain how the professional identity impacts a participating teacher’s teaching performance on handling disable students in inclusive class. This study is qualitative research, it then uses a semi-structured interview method to collect the data and analyze it with thematic analysis method. The result showed that the participating teacher successfully constructs her professional identity, and she always tries to improve herself as a teacher and educator to make a better education for her students, especially the disabled students.