| dc.description.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. | en_US |
