Abstract Using grounded theory, we examined the ways in which undergraduate teacher candidates with disabilities developed a sense of purpose and constructed professional identities. Our findings suggest K-12 experiences with advocacy as well as exclusionary school experiences influenced their emerging professional identities. Resistance to a deficit view of disability was central to teachers’ professional identities and influenced their desire to become “change agents” in their future professions. We describe collegiate experiences that affirmed or presented roadblocks to their career path.

中文翻译：

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构建目标感和专业教学身份：残疾教师候选人的经验

摘要 使用扎根理论，我们研究了残疾本科教师候选人培养目标感和构建专业身份的方式。我们的研究结果表明，K-12 的倡导经历以及排他性的学校经历影响了他们新兴的职业身份。对残疾的缺陷观点的抵制是教师职业身份的核心，并影响了他们成为未来职业“变革推动者”的愿望。我们描述了肯定或阻碍了他们职业道路的大学经历。