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

Glazzard, Jonathan

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.

Citation

Glazzard, J. (2017). Trainee Teachers with Dyslexia: Results of a Qualitative Study of Teachers and their Mentors. International Journal of Learning, Teaching and Educational Research, 16(12), 87-107. https://doi.org/10.26803/ijlter.16.12.6

• Journal Article Type: Article
• Online Publication Date: Dec 31, 2017
• Publication Date: Dec 31, 2017
• Deposit Date: Oct 26, 2023
• Publicly Available Date: Nov 16, 2023
• Journal: International Journal of Learning, Teaching and Educational Research
• Print ISSN: 1694-2493
• Electronic ISSN: 1694-2116
• Publisher: Society for Research and Knowledge Management
• Peer Reviewed: Peer Reviewed
• Volume: 16
• Issue: 12
• Pages: 87-107
• DOI: https://doi.org/10.26803/ijlter.16.12.6
• Keywords: Dyslexia; Literacy; Initial teacher training; Placements
• Public URL: https://hull-repository.worktribe.com/output/4425662