Undergraduate and Graduate Students’ Beliefs about Dyslexia: Implications for Initial Foreign Language Teacher Education
The purpose of this study was to explore undergraduate and graduate students’ beliefs about dyslexia at the Department of English Language and Literature of the University of Sarajevo in Bosnia and Herzegovina and subsequent implications for initial foreign language teacher education. The study foll...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
University of Ljubljana
2022-12-01
|
| Series: | Center for Educational Policy Studies Journal |
| Subjects: | |
| Online Access: | https://www.cepsj.si/index.php/cepsj/article/view/1432 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1849702428868345856 |
|---|---|
| author | Alma Žero Karmen Pižorn |
| author_facet | Alma Žero Karmen Pižorn |
| author_sort | Alma Žero |
| collection | DOAJ |
| description | The purpose of this study was to explore undergraduate and graduate students’ beliefs about dyslexia at the Department of English Language and Literature of the University of Sarajevo in Bosnia and Herzegovina and subsequent implications for initial foreign language teacher education. The study follows a convergent parallel mixed methods design. A questionnaire was used to gather quantitative data on students’ beliefs about dyslexia and to consider potential variances at different levels of study. A group interview was used to gather qualitative findings for further consideration in initial teacher education on dyslexia and other specific learning difficulties. The findings have shown that both undergraduate and graduate students have an almost equal number of misconceptions about dyslexia, with the majority (96.03%) affirming that they need more training in teaching students with dyslexia or other specific learning difficulties. Furthermore, the study follows an emergent framework with reference to three main themes: (1) teacher beliefs and attitudes, (2) teaching practices, and (3) teacher preparation, which also reflect the main areas of undergraduate and graduate students’ concerns in teaching students with dyslexia and other specific learning difficulties.
|
| format | Article |
| id | doaj-art-1db615aee73b46cc87b5461a8424b89b |
| institution | DOAJ |
| issn | 1855-9719 2232-2647 |
| language | English |
| publishDate | 2022-12-01 |
| publisher | University of Ljubljana |
| record_format | Article |
| series | Center for Educational Policy Studies Journal |
| spelling | doaj-art-1db615aee73b46cc87b5461a8424b89b2025-08-20T03:17:39ZengUniversity of LjubljanaCenter for Educational Policy Studies Journal1855-97192232-26472022-12-0112410112710.26529/cepsj.1432Undergraduate and Graduate Students’ Beliefs about Dyslexia: Implications for Initial Foreign Language Teacher EducationAlma ŽeroKarmen PižornThe purpose of this study was to explore undergraduate and graduate students’ beliefs about dyslexia at the Department of English Language and Literature of the University of Sarajevo in Bosnia and Herzegovina and subsequent implications for initial foreign language teacher education. The study follows a convergent parallel mixed methods design. A questionnaire was used to gather quantitative data on students’ beliefs about dyslexia and to consider potential variances at different levels of study. A group interview was used to gather qualitative findings for further consideration in initial teacher education on dyslexia and other specific learning difficulties. The findings have shown that both undergraduate and graduate students have an almost equal number of misconceptions about dyslexia, with the majority (96.03%) affirming that they need more training in teaching students with dyslexia or other specific learning difficulties. Furthermore, the study follows an emergent framework with reference to three main themes: (1) teacher beliefs and attitudes, (2) teaching practices, and (3) teacher preparation, which also reflect the main areas of undergraduate and graduate students’ concerns in teaching students with dyslexia and other specific learning difficulties. https://www.cepsj.si/index.php/cepsj/article/view/1432dyslexiaforeign language learning and teachinginclusive educationinitial teacher educationspecific learning difficulties |
| spellingShingle | Alma Žero Karmen Pižorn Undergraduate and Graduate Students’ Beliefs about Dyslexia: Implications for Initial Foreign Language Teacher Education Center for Educational Policy Studies Journal dyslexia foreign language learning and teaching inclusive education initial teacher education specific learning difficulties |
| title | Undergraduate and Graduate Students’ Beliefs about Dyslexia: Implications for Initial Foreign Language Teacher Education |
| title_full | Undergraduate and Graduate Students’ Beliefs about Dyslexia: Implications for Initial Foreign Language Teacher Education |
| title_fullStr | Undergraduate and Graduate Students’ Beliefs about Dyslexia: Implications for Initial Foreign Language Teacher Education |
| title_full_unstemmed | Undergraduate and Graduate Students’ Beliefs about Dyslexia: Implications for Initial Foreign Language Teacher Education |
| title_short | Undergraduate and Graduate Students’ Beliefs about Dyslexia: Implications for Initial Foreign Language Teacher Education |
| title_sort | undergraduate and graduate students beliefs about dyslexia implications for initial foreign language teacher education |
| topic | dyslexia foreign language learning and teaching inclusive education initial teacher education specific learning difficulties |
| url | https://www.cepsj.si/index.php/cepsj/article/view/1432 |
| work_keys_str_mv | AT almazero undergraduateandgraduatestudentsbeliefsaboutdyslexiaimplicationsforinitialforeignlanguageteachereducation AT karmenpizorn undergraduateandgraduatestudentsbeliefsaboutdyslexiaimplicationsforinitialforeignlanguageteachereducation |