This article examined teacher identity in vocational schools through in-depth interviews with 17 teachers in Israel. Findings revealed how the caring discourse underlies these teachers' identities. The teachers reported their strategic abdication of fostering academic achievement. They described how their teacher identity differs from teachers in other educational contexts because of their holding low expectations of their students (“the most important thing is to be a human being”). The teachers' characterizing the students as at-risk youth and their families as dysfunctional informs these low expectations. The Discussion highlights the unintended consequences of a caring-based teacher identity on maintaining educational stratification.
Bibliographical noteFunding Information:
The research is funded by The Israel Science Foundation (ISF) Number: 1253/17 .
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- Teacher identity
- Vocational schools
- Vocational teachers
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