Transnational Inclusive Education Practice: A Constructivist Grounded Theory of Filipino Early Childhood Special Education Teachers’ Professional Identity, Cultural Adaptation, and Instructional Agency in Selected Colorado School Districts
This qualitative constructivist grounded theory study explored how 10 Filipino early childhood special education (ECSE) teachers in selected Colorado locations constructed professional identity, navigated cultural and institutional adaptation, and exercised instructional agency in U.S. inclusive education settings. Sem...