This study investigates teachers’ professional self-understanding of working with students experiencing school exclusion. Utilising interpretive phenomenological analysis (IPA), the research focuses on the experiences of seven educators at a northern England academy. It is a qualitative approach exploring how these teachers perceive their identities and professional roles in their teaching practices. The findings highlight that while teachers can adapt effectively to new environments, there is a pressing need for greater institutional support, especially for newly qualified teachers, who greatly benefit from comprehensive training and mentoring. In contrast, more experienced educators demonstrate greater resilience during this transition. The study introduces a conceptual framework for teacher identity that encompasses caring ethics, professionalism, and relational knowing, categorising teachers into three groups: robust, developing, and foundational. Despite the absence of structural support, these educators exhibit a commitment to generosity and self-improvement, which enables them to engage meaningfully with marginalised students. Furthermore, long-serving teachers actively seek experiences that align with programme goals, underscoring the need for specialised training to better support their professional development.
Albert Mususa (Thu,) studied this question.