Li Zhang, Yohan Hwang
"Should I change myself or not?": Examining (Re)constructed language teacher identity during the COVID-19 pandemic through text-mining
Teaching and teacher education
assumption successful implementation inclusive policy largely dependent educators positive survey undertaken attitudes greek teachers inclusion 155 respondents general education primary teachers drawn one region northern greece proportion deliberately selected schools identified actively implementing inclusive programmes analysis revealed positive attitudes towards general concept inclusion variable views difficulty accommodating different types disabilities mainstream classrooms teachers actively involved teaching pupils sen held significantly positive attitudes counterparts little experience analysis also demonstrated importance substantive longterm training formation positive teacher attitudes towards inclusion paper concludes recommendations developing critical professional development courses result attitudinal change formulation genuinely inclusive practices