Teacher knowledge of dyslexia and their self-efficacy (Master thesis)
The investigation of teachers' knowledge coupled with their self-efficacy is crucial and has applications in their professional development. Thus, this research aims to investigate the knowledge of teachers who work in general education schools for Dyslexia and to consider their self-efficacy. Still, aims to investigate if their knowledge for Dyslexia is related to their overall efficacy and to examine the impact of demographic and other factors, such as gender, age, teaching experience and education level on these variables. From the statistical analysis of the data revealed that teachers consider that they lack the adequate training to teach a student with Dyslexia, while the level of their knowledge about Dyslexia is classified as moderate, with some false knowledge and misperceptions. At the same time, their selfefficacy was at above average levels, and found that their knowledge about Dyslexia are associated positively with their general self-efficacy. Finally, it emerged that variously affect the demographic characteristics, particularly as regards their knowledge about Dyslexia. The survey results are discussed with regard to the need for training of teachers, which will increase their knowledge and improve their self-efficacy for the benefit of all students, but especially for those who are in need of differentiated support.
|Institution and School/Department of submitter:||Πανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης|
Δυσλεξία -- Αντιμετώπιση
Δυσλεξικά παιδιά -- Εκπαίδευση
|Keywords:||Δυσλεξία,Αυτοαποτελεσματικότητα,Γνώσεις εκπαιδευτικών,Επαγγελματικά ανάπτυξη,Dyslexia,Teacher knowledge,Self-efficacy,Professional development|
|Appears in Collections:||Διατριβές Μεταπτυχιακής Έρευνας (Masters)|
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|Μ.Ε. ΤΣΙΛΙΓΓΙΡΗΣ ΑΛΕΞΙΟΣ 2016.pdf||2.7 MB||Adobe PDF||View/Open|
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