Resilience strategies employed by teachers with dyslexia working at tertiary education

Abstract This study investigates resilience strategies exhibited by teachers with dyslexia working at tertiary education. Narrative interviews of tertiary teachers' own perceptions of how dyslexia affects their work were analysed to understand how they cope in a challenging profession. Findings indicated a utilization of a range of resilience strategies; task-related strategies, personalizing work contexts, utilizing social support networks and nurturing self-esteem and self-efficacy. Developing individualized strategies is paramount to attaining a successful career in tertiary education. Self-awareness is required to build the strategies supporting teachers in fulfilling professional requi…

Tertiary teachers with dyslexia as narrators of their professional life and identity

Student Teachers’ Video-Assisted Collaborative Reflections of Socio-Emotional Experiences During Teaching Practicum

This study explores video as a tool for student teachers in reflecting upon their own teaching practice. The particular interest is in exploring, what kind of socio-emotional experiences did the student teachers describe during the video-assisted collaborative reflection and what benefits student teachers experienced through the video-assisted collaborative reflections? The study implements a video-observation model (Participatory and Empowering Video Analysis- model, PEVA™) developed for a professional teacher education programme and investigates the model from student teachers’ perspective. The participants are student teachers in an international professional teacher education programme …