Voices of teachers with dyslexia in Finnish and English further and higher educational settings

Burns, Eila; Bell, Sheena

doi:10.1080/13540602.2010.507964

Cited by 26 publications

(26 citation statements)

References 17 publications

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“…Trainees reported limitations in their own phonic knowledge and difficulties in the teaching of phonics. This specific issue had not been identified in previous research on trainee teachers' experiences (Burns & Bell, 2010;2011;Griffiths, 2012;Morgan & Burns, 2000). It is perhaps unsurprising that trainees reported difficulties in phonics given the research on causation which indicates that dyslexia is caused by difficulties in phonological processing (Carroll & Snowling, 2004;Velluntino et al, 2004;Snowling & Hulme, 2012).…”

Section: 0mentioning

confidence: 84%

“…Burns and Bell (2010) found that trainees with dyslexia demonstrated empathy and sensitivity towards children with disabilities as a result of their own experiences of educational exclusion. Often, they developed their own compensatory coping strategies to make their professional lives easier (Burns & Bell, 2010), such as purchasing technological aids to help them with spelling. Other research has demonstrated how trainees with dyslexia were particularly skilled at developing highly effective relationships with pupils with behavioural difficulties (Burns & Bell, 2011).…”

Section: 6mentioning

confidence: 99%

“…Whilst there is some literature on teachers' experiences of dyslexia (Burns & Bell, 2010;2011), only one study has been located which specifically discusses the experiences of trainee teachers with dyslexia of their initial teacher training placements (Griffiths, 2012). This was a small-scale study in which data were collected from six student teachers in one higher education institution.…”

Section: 0mentioning

confidence: 99%

“…Research has indicated that trainees with dyslexia feel that they unique insights into the difficulties experienced by the children they are teaching (Glazzard & Dale, 2013;Griffiths, 2012). Burns and Bell (2010) found that trainees with dyslexia demonstrated empathy and sensitivity towards children with disabilities as a result of their own experiences of educational exclusion. Often, they developed their own compensatory coping strategies to make their professional lives easier (Burns & Bell, 2010), such as purchasing technological aids to help them with spelling.…”

Section: 6mentioning

confidence: 99%

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Trainee Teachers with Dyslexia: Results of a Qualitative Study of Teachers and their Mentors

Glazzard

2017

IJLTER

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Abstract. This study explored the perceptions of trainee teachers with dyslexia, and their mentors, of their placement experiences during their initial teacher training course. The research was conducted within one initial teacher education partnership in the north of England. Data were collected through two focus groups; one of trainees and one of mentors. Trainees described the difficulties they experienced with teaching literacy (particularly phonics), difficulties with memory and difficulties with the administrative demands of placement. Mentors emphasised trainees' weaknesses and although some mentors wanted to recognise and support the strengths of the trainees, they felt responsible as gatekeepers to the profession.

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Section: 0mentioning

confidence: 84%

Section: 6mentioning

confidence: 99%

Section: 0mentioning

confidence: 99%

Section: 6mentioning

confidence: 99%

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Trainee Teachers with Dyslexia: Results of a Qualitative Study of Teachers and their Mentors

Glazzard

2017

IJLTER

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“…Some limited number of studies have examined the attitudes of pre-service teachers and teachers with LD (e.g., Burns & Bell, 2010;Duquette, 2000;Ferri, 2001;Ferri, Connor, Solis, Valle, & Volpitta, 2005;Griffiths, 2012;Morgan & Rooney, 1997;Riddick, 2003;Vogel & Sharoni, 2011). Ferri (2001 interviewed three teachers and found that the primary motivation for entering the teaching profession was the desire to provide pupils with the positive experiences that they themselves had been denied as youngsters.…”

mentioning

confidence: 99%

Pre-Service Teachers with Learning Disabilities: Perceptions of Professional Training

Forkosh‐Baruch¹,

Lipka²

2016

JPR

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The study presented herewith examines the perceptions of pre-service teachers with learning disabilities (LD) of their professional identity. The sample included 31 pre-service teachers with LD in their first years of training for a Bachelor of Education (BEd) degree over one semester. Four main aspects of the teaching profession and teacher-education training were examined both at the beginning of the semester and again at the end of the semester: roles of teachers, various components of teacher-education, training agents, and the connectedness between classroom training and teaching practice. The results reveal unique perceptions and needs of pre-service teachers with LD as well as common perceptions of pre-service teachers during their training. The study calls attention to the needs of pre-service teachers with LD in terms of training and support during their post-secondary education.

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‘It Takes Me Half a Bottle of Whisky to Get through One of Your Assignments’: Exploring One Teacher Educator's Personal Experiences of Dyslexia

Glazzard

Dale

2015

Dyslexia

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This article uses a life history approach to explore personal experiences of dyslexia of one higher education lecturer and its impact on her professional identity. The informant is currently employed as a lecturer of initial teacher training in a UK university. She worked as a primary school teacher for over a decade prior to embarking on an academic career in teacher education. The informant draws on her own experiences as a pupil, teacher and lecturer and additionally she presents accounts of student teachers with dyslexia drawn from her current professional context. Although the data is not generalisable, the account nevertheless illustrates the positive impact of the social model of disability for the informant and her students who had been identified as dyslexic during their in initial training as teachers. Additionally, the account also illustrates the ways in which teachers' personal experiences of dyslexia can shape professional identities in very positive ways. Implications for both teacher training and pedagogic approaches in schools to support learners with dyslexia are drawn out of the narrative.

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Voices of teachers with dyslexia in Finnish and English further and higher educational settings

Cited by 26 publications

References 17 publications

Trainee Teachers with Dyslexia: Results of a Qualitative Study of Teachers and their Mentors

Trainee Teachers with Dyslexia: Results of a Qualitative Study of Teachers and their Mentors

Pre-Service Teachers with Learning Disabilities: Perceptions of Professional Training

‘It Takes Me Half a Bottle of Whisky to Get through One of Your Assignments’: Exploring One Teacher Educator's Personal Experiences of Dyslexia

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