Narrative construction of professional teacher identity of teachers with dyslexia

Burns, Eila; Bell, Sheena

doi:10.1016/j.tate.2011.03.007

Cited by 62 publications

(55 citation statements)

References 14 publications

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“…In this case, teacher training is regarded as a critical work in the environmental education promotion process. Burns & Bell (2011) also mentioned that a competent environmental education teacher could apply the knowledge, behaviors, and skills required for practicing environmental education and effectively practice and assist students in reaching the objective of environmental education. In "Environmental education teacher training strategies" made by Wilke, Peyton & Hungerford (1987) for International Environmental Education Program of United Nations, environmental education teachers should present the following competence.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

A Study on the Teachers’ Professional Knowledge and Competence in Environmental Education

Yuan

Chen

et al. 2017

EURASIA J MATH SCI T

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The rapid development of technology and economy has largely enhanced the quality of life. Nevertheless, various social and environmental problems have emerged. It would be the key solution to develop environmental education in order to have people present the environmental knowledge and the attitudes and value to concern about the environment and develop the skills and action to solve environmental problems. Environmental education teachers in 25 colleges and universities in central and southern Taiwan are researched in this study. Total 250 copies of questionnaires are distributed, and 224 valid copies are retrieved. The research results conclude the significant positive correlations 1.between professional development and professional knowledge & competence, 2.between teacher belief and professional knowledge & competence, and 3.between teaching efficacy and professional knowledge & competence. According to the research result, suggestions are eventually proposed in this study. It expects to arouse the public cognition of environment to care for the environment through curriculum instruction of environmental education teachers and have people present the environmental knowledge and the attitudes and value to concern about environment.

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Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

A Study on the Teachers’ Professional Knowledge and Competence in Environmental Education

Yuan

Chen

et al. 2017

EURASIA J MATH SCI T

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“…Extending research in this area will enable soft measures to be developed that can be used to monitor students dispositions. We propose that there is a need to rethink dyslexia education as a question of identity in which persons see themselves developing because of the distinct social and academic demands that the new institution poses (Burns and Bell, ; Hernandez‐Martinez et al., ) Conceptualising inclusion in this way could have important practical implications for the way that institutions support students' with dyslexia.…”

Section: What Can We Glean From All This About the Agenda Of Researchmentioning

confidence: 99%

Dyslexia and education in the 21st century

Prevett

Bell

Ralph

2013

Research in Spec Educ Needs

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“…Existing literature (Burns and Bell, 2010; 2011; Griffiths, 2012) has examined the professional identities of teachers and trainee teachers with dyslexia. Research has also explored the effect of dyslexia on students' self‐esteem (Glazzard, 2010; Humphrey, 2001; 2002; 2003; Humphrey and Mullins, 2002a, b; Riddick, 1996).…”

Section: Introductionmentioning

confidence: 99%

Trainee teachers with dyslexia: personal narratives of resilience

Glazzard

Dale

2012

Research in Spec Educ Needs

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This paper tells the stories of two trainee teachers and their personal experiences of dyslexia. Both informants were English and training to be primary school teachers in England. Through drawing on their own experiences of education, the stories illustrate how dyslexia has shaped the self‐concept, self‐esteem and resilience of each informant. The narratives presented in this paper illustrate powerfully the ways in which teachers can have a positive or negative impact on the self‐concepts of students with dyslexia. Both had been inspired by teachers they had met, and these positive role models had given them the confidence to pursue their own ambitions. However, both had encountered teachers who lacked empathy and patience, and these teachers had a detrimental impact on their self‐concepts. For both of these trainee teachers, personal experiences of dyslexia also shaped their professional identities as teachers. Both trainees described themselves as caring and empathic teachers, suggesting that personal experiences of dyslexia had a positive impact on teacher professional identity.

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Narrative construction of professional teacher identity of teachers with dyslexia

Cited by 62 publications

References 14 publications

A Study on the Teachers’ Professional Knowledge and Competence in Environmental Education

A Study on the Teachers’ Professional Knowledge and Competence in Environmental Education

Dyslexia and education in the 21st century

Trainee teachers with dyslexia: personal narratives of resilience

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