6533b7d1fe1ef96bd125ce69

RESEARCH PRODUCT

Resilience strategies employed by teachers with dyslexia working at tertiary education

Mikko AroEila BurnsAnna-maija Poikkeus

subject

Self-efficacyComputingMilieux_THECOMPUTINGPROFESSIONHigher educationbusiness.industrymedia_common.quotation_subjectDyslexiamedicine.diseaseEducationSocial supportWork (electrical)Agency (sociology)PedagogyComputingMilieux_COMPUTERSANDEDUCATIONmedicineNarrativeta516Psychological resiliencePsychologybusinessmedia_common

description

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 requirements and enable them to experience agency and self-efficacy in their work.

yearjournalcountryeditionlanguage
2013-08-01Teaching and Teacher Education
10.1016/j.tate.2013.04.007http://juuli.fi/Record/0037410313