Northampton Electronic Collection of Theses and Research

Narrative construction of professional teacher identity of teachers with dyslexia

Burns, E. and Bell, S. (2011) Narrative construction of professional teacher identity of teachers with dyslexia. Teaching and Teacher Education. 27(5), pp. 952-960. 0742-051x (print), 1879-2480 (online).

Item Type: Article
Abstract: This paper considers the development of teachers’ professional identity in the context of educators that have diverse backgrounds. We elucidate how teachers with dyslexia working in tertiary education use narrative resources to construct and negotiate their professional teacher identities. The analysis of narrative interviews, interpreted within the framework of positioning theory and the theories of narrative identity, indicated that the interviewees constructed several professional teacher identities that were closely linked to each teacher’s perception of their dyslexia. The experience of dyslexia was clearly evident as a positive element in each identity. Instead of seeing it as an obstacle it can become a part of the teacher’s own identity and can be used as a tool to thrive in their profession.
Uncontrolled Keywords: Dyslexic identity, teacher identity, adult dyslexia, narrative identity
Subjects: L Education > LB Theory and practice of education > LB1025 Teaching (Principles and practice)
R Medicine > RC Internal medicine > RC394 Dyslexia
L Education > LB Theory and practice of education > LB2832 Teaching personnel
Creators: Burns, Eila and Bell, Sheena
Publisher: Elsevier
Faculties, Divisions and Institutes: University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Special Needs Education and Research
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities > Special Education Needs and Inclusion
Faculties > Faculty of Education & Humanities > Special Education Needs and Inclusion
Date: 2011
Date Type: Publication
Page Range: pp. 952-960
Journal or Publication Title: Teaching and Teacher Education
Volume: 27
Number: 5
Language: English
ISSN: 0742-051x (print), 1879-2480 (online)
Status: Published / Disseminated
Refereed: Yes
Related URLs:
URI: http://nectar.northampton.ac.uk/id/eprint/5907

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