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’ narra- tives 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 in- clusive teachers as a repositioning loop. Furthermore, the dynamics of self and others’ reposi- tioning 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.