International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Dyslexia
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5 items
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Literature has explored the placement experiences of primary school trainee teachers with dyslexia but there is a scarcity of research on secondary school trainees or university-based experiences.
This study examined the experiences of three primary and four secondary school trainees with dyslexia, encompassing both their university and placement-based experiences in England.
This research highlighted the similarities in experience across training in a primary and a secondary school but found there are specific challenges associated with training to teach at secondary school level.
We also captured the strengths trainees brought to the profession.
Implications for initial teacher education providers are discussed.
Published: 2021
Updated: Jan. 13, 2022
2
The purpose of this study was to test the effectiveness of VR technology in enhancing the teacher’s knowledge and awareness of dyslexia, a phenomenon that is very difficult to explain. Eighty teachers of various subjects from a variety of schools in the Tel Aviv metropolitan area participated in this study. The research results clearly suggested that experiencing a variety of simulated types of dyslexia via virtual reality can bring about a greater improvement in teacher awareness of the dyslexic pupil’s cognitive experiences than is achieved by viewing a film about dyslexia.
Published: 2011
Updated: Oct. 10, 2011
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The current article sheds light onto teachers with dyslexia in Finnish and English further and higher educational settings.The purpose of this qualitative study was two-fold: first, to discover what teachers with dyslexia could tell us about the manifestation of dyslexia and the challenges they face in the practice of teaching, and second, to find out what these professionals feel about being a dyslexic teacher. Teachers' narratives revealed that they had accepted their difficulties but also discovered their own strengths to overcome them.
Published: 2010
Updated: Jun. 18, 2011
4
The authors explored the beliefs of teacher candidates, from various levels of training, regarding the effectiveness of potential interventions for childhood disorders. They were primarily interested in participants’ responses to three categories of interventions: (a) evidence-based, (b) controversial, and (c) primarily anecdotal. 351 Students from three educational levels participated in this study. The authors found that the participants’ endorsement levels across three types of disorders (autism, Attention Deficit Hyperactivity Disorder [ADHD], and dyslexia) varied but not in a consistent manner, with only a few noticeable trends across interventions.
Published: 2009
Updated: May. 13, 2009
5
The article explores the common concerns about education and neuroscience, and the scientific neuroscience. It examines in-principle differences in methods, data, theory, and philosophy. The other set of concerns is pragmatic: considerations of costs, timing, locus of control, and likely payoffs.
Published: 2008
Updated: Sep. 18, 2008