School Placement Experiences of Initial Teacher Trainee Students with Dyslexia

Author(s):

Sue GriffithsAndrew Smith

Conference:

ECER 2009

Network:

10. Teacher Education Research

Format:

Paper

Session Information

10 SES 01 D, Research on Professional Identity, Beliefs and Understanding of Teaching and Learning in Teacher Education

Paper Session

Time:

2009-09-28

09:15-10:45

Room:

NIG, HS 3A

Chair:

Peter Gray

Contribution

Initial teacher training students who are identified as having dyslexia and undertaking the BA Hons (Qualified Teacher Status) programme of study at a UK university, experience difficulties when on their formally assessed school-based practice due to the nature of their specific learning difficulty. This research aims to identify the nature of these difficulties which create barriers to them obtaining their professional qualification to teach. In addition this research investigates the personal strategies the students adopt to manage their challenges. The study is designed to critically evaluate how students with dyslexia may be better supported by both their university and placement school/educational setting in order that the students are not disadvantaged/discriminated against because of their specific learning difficulty/dyslexia.

Method

The emphasis is firmly placed on the student "voice" in terms of their critical commentary and reflection on their school placement experience. The approach to generating data was through the use of two key semi-structured interviews (n = 7). The first interview was designed to explore the individual student's experiences of dyslexia prior to joining the university and to establish rapport with the researcher conducting the interview. The second interview with each research participant took place four months later imediately after their school placement had finished. This second interview focused on their needs and experiences during school placment and formed the basis of their own self-assessment. The main areas investigated were how effectively they felt their own specific learning needs were met by their placement school and the univeristy and how they personally addressed the challenges they faced as a student teacher with dyslexia.

Expected Outcomes

Expected outcomes: to identify weaknesses in the structure and nature of support for student teachers with dyslexia on their formally assessed school placement which leads to qualified teacher status.It is hoped that the research will generate recommendations for good practice in creating a more effective and supportive interface between the university and the placement school. Emergent themes from the interviews are: the importance of the role of the tutor (both within the university and the teacher-tutor in the placement school); their level of knowledge and understanding of dyslexia and its relationship to self-esteem; the careful selection of the appropriate school for the teaching placement (dyslexia friendly); the partnership between the university and the teacher-tutor in the school; the range of strategies adopted by the individual student teachers in order to overcome their specific learning difficulty (dyslexia) within their classrooms and students' own recommendations for improvement.

References

Chung, R.R. (2008) Beyond Assessment: Performance Assessment in Teacher Education. Teacher Education Quarterly Vol 35. No.1 Department for Education and Employment (2001) Special Educational Needs and Disability Act. London: The Stationery Office. Department for Education and Skills (2004) Able to Teach: Guidance for providers of initial teacher training on disability discrimination and fitness to teach: London: DfES/TTA Farmer, M, Riddick, B, Sterling, C.M.(2002) Dyslexia and Inclusion: assessment and support in higher education. London: Whurr French, J. Herrington, M. (2008) Theorising dyslexic student discussion/action groups in UK higher education: research in practice. Educational Action Research. Vol. 16 No. 4 Monaghan, D. (2008) Trainee Voices Teacher Trainer Vol. 22 No. 1 Morgan, E, Rooney, M. (1997) Can dyslexic students be trained as teachers? Support for Learning. Vol. 12 Poyhonen, S. (2008) Thoughts on teachers' professional identity. Teacher Trainer Vol. 22, No. 3 Riddick, B. English, E. (2006) Meeting the standards? Dyslexic students and the selection process for initial teacher training. European Journal of Teacher Education, Vol. 29 No. 2. Riddick, B.(2003) Experiences of teachers and trainee teachers who are dyslexic. International Journal of Inclusive Education. Vol.7, No4.

Author Information

Sue Griffiths

The University of Northampton

Centre for Special Needs Education and Research

Northampton

Andrew Smith

University of Northampton

Centre for Special Needs Education & Research