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

Jonathan Glazzard

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 gate-keepers to the profession.

https://doi.org/10.26803/ijlter.16.12.6


Keywords


Dyslexia Self-concept Initial teacher training Placements

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References


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