Undergraduate and graduate students’ beliefs about dyslexia : implications for initial foreign language teacher education

Žero, Alma (author), Pižorn, Karmen (author)

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.

• Language: English
• Keywords: dyslexia, foreign language learning and teaching, inclusive education, initial teacher education, specific learning difficulties
• Work type: Article
• Typology: 1.01 - Original Scientific Article
• Organization: PEF - Faculty of Education
• Publication status: Published
• Publication version: Version of Record
• Year: 2022
• Number of pages: Str. 101-127
• Numbering: Vol. 12, no. 4
• PID: 20.500.12556/RUL-144256
• UDC: 378:811.111:376(497.6)
• ISSN on article: 1855-9719
• DOI: 10.26529/cepsj.1432
• COBISS.SI-ID: 137484291

Copyright

Podatek o licenci CC BY 4.0 je naveden na pristajalni strani članka (glej zgoraj izvorni URL). (Datum opombe: 17. 9. 2025)

• Publication date in RUL: 09.02.2023

Record is a part of a journal

• Title: CEPS journal. Center for Educational Policy Studies Journal
• Publisher: Pedagoška fakulteta, Univerza v Ljubljani, Pedagoška fakulteta Univerze, Založba Univerze v Ljubljani, = University of Ljubljana Press
• ISSN: 1855-9719
• COBISS.SI-ID: 252707584

Licences

• License: CC BY 4.0, Creative Commons Attribution 4.0 International
• Link: http://creativecommons.org/licenses/by/4.0/
• Description: This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.

Secondary language

• Language: Slovenian
• Title: Prepričanja dodiplomskih in magistrskih študentov glede disleksije : posledice za začetno izobraževanje učiteljev tujih jezikov

Abstract

Namen te študije je bil raziskati prepričanja dodiplomskih in magistrskih študentov o disleksiji na Oddelku za angleški jezik in književnost Univerze v Sarajevu (Bosna in Hercegovina) ter poznejše posledice za začetno izobraževanje učiteljev tujih jezikov. Študija sledi zasnovi paralelnega modela kombiniranega raziskovalnega pristopa. Z vprašalnikom smo zbrali kvantitativne podatke o prepričanjih študentov o disleksiji in upoštevali morebitne razlike na različnih stopnjah študija. Skupinski intervju pa je bil uporabljen za zbiranje kvalitativnih ugotovitev za nadaljnjo obravnavo o disleksiji in drugih specifičnih učnih težavah znotraj začetnega izobraževanja učiteljev. Izsledki so pokazali, da imajo dodiplomski in magistrski študentje skoraj enako število napačnih predstav o disleksiji, pri čemer večina (96,03 %) trdi, da potrebujejo več usposabljanja za poučevanje študentov z disleksijo ali drugimi specifičnimi učnimi težavami. Poleg tega študija sledi nastajajočemu okviru s sklicevanjem na tri glavne teme: 1) prepričanja in stališča učiteljev; 2) prakse poučevanja; 3) priprava učiteljev, kar sočasno odraža tudi glavna področja skrbi dodiplomskih in magistrskih študentov glede poučevanja učencev z disleksijo in drugimi specifičnimi učnimi težavami.

• Keywords: visokošolski študij, osebe s posebnimi potrebami, specifične učne težave, tuji jeziki, angleščina, Bosna in Hercegovina, disleksija