Identifying Sources of Preservice Teachers' Dyslexia Knowledge to Guide Teacher Education

• In Event: The Spaces We Make and Take for Preservice Teachers

Abstract

This session presents findings from a study of pre-service teachers’ (PSTs’) self-reported dyslexia knowledge sources. This session provides a baseline of how and where PSTs’ understandings of dyslexia originate to inform teacher educators about sources of misinformation and to support PSTs’ conceptual growth about dyslexia. Seventy-four PSTs responded to questions about dyslexia knowledge sources while completing a learning module. Initial sources of PSTs’ dyslexia knowledge were identified via thematic coding. Most frequently reported knowledge sources include popular media, acquaintances, education courses, and family. Qualitative findings indicate PSTs’ dyslexia knowledge as stemming from sources that perpetuate misunderstandings of dyslexia. Discussion centers on the implications for teacher preparation research and practice of identifying PSTs’ initial knowledge sources to guide conceptual growth regarding dyslexia.

Authors

• Susan J Chambre, Kean University

• Alida Anderson, American University