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Trainee teachers with dyslexia: personal narratives of resilience

Glazzard, Jonathan and Dale, Kirsty (2013) Trainee teachers with dyslexia: personal narratives of resilience. Journal of Research in Special Educational Needs, 13 (1). pp. 26-37. ISSN 1471-3802

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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.

    Item Type: Article
    Subjects: L Education > L Education (General)
    Schools: School of Education and Professional Development
    School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Early Years Childhood Youth and Community Research
    Related URLs:
    Depositing User: Jonathan Glazzard
    Date Deposited: 06 Dec 2012 15:21
    Last Modified: 06 Aug 2013 11:12


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