ABSTRACT This article explores the professional identities of SEN teachers as related to new Chilean policies for educational inclusion. It focuses on the way in which professional identities are transformed by the new educational setting for special education. Drawing on ethnographical observation in four schools in Santiago, Chile we describe and analyse the main tensions present in SEN teachers’ everyday experiences building from a dialogue between their stories and their rule constrained practices. By doing so, we show how teachers’ professional identities are the product of a deep negotiation with themselves in which their understanding of inclusion, special educational needs and the new policy are at the heart of their inquiry.

中文翻译：

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教育政策和专业身份：根据新的规定将智利特殊教育需求（SEN）教师纳入主流学校的SEN学生案例

摘要本文探讨了与智利新的教育融合政策有关的SEN老师的职业身份。它侧重于通过特殊教育的新教育环境改变职业身份的方式。借助智利圣地亚哥四所学校的人种学观察，我们通过分析其故事与受规章限制的做法之间的对话，来描述和分析SEN教师日常经验中存在的主要矛盾。通过这样做，我们展示了教师的专业身份是如何与他们自己进行深入谈判的产物，其中他们对包容性，特殊教育需求和新政策的理解是他们探究的核心。