dc.contributor.author | Nijakowska, Joanna | |
dc.contributor.author | Tsagari, Dina | |
dc.contributor.author | Spanoudis, George | |
dc.date.accessioned | 2019-05-03T10:03:34Z | |
dc.date.accessioned | 2019-05-06T09:29:25Z | |
dc.date.available | 2019-05-03T10:03:34Z | |
dc.date.available | 2019-05-06T09:29:25Z | |
dc.date.issued | 2018-10-09 | |
dc.identifier.citation | Nijakowska J, Tsagari D, Spanoudis G. English as a foreign language teacher training needs and perceived preparedness to include dyslexic learners: The case of Greece, Cyprus, and Poland. Dyslexia. 2018;24(4):357-379 | en |
dc.identifier.issn | 1076-9242 | |
dc.identifier.issn | 1076-9242 | |
dc.identifier.issn | 1099-0909 | |
dc.identifier.uri | https://hdl.handle.net/10642/6998 | |
dc.description.abstract | This study examines the effect of demographic variables on the beliefs of teachers of English
as a foreign language (EFL) about their preparedness to include dyslexic learners in mainstream
classrooms in Greece, Cyprus and Poland and identifies their professional development needs.
Statistically significant MANOVA effects were obtained for country, training, teaching
experience with dyslexic learners and school type. Unlike overall teaching experience and
completed level of education (degree), the type of teaching experience with dyslexic EFL
learners (direct contact and personal involvement in teaching) seems to shape the perception
of teacher preparedness to successfully include these learners. Other interesting tendencies
were identified such as between-country differences concerning sources of prior professional
knowledge on EFL and dyslexia as well as preferences for particular modes of training. The
paper highlights the demand for professional training on EFL and dyslexia as this was
confirmed across the three countries. | en |
dc.language.iso | en | en |
dc.publisher | Wiley | en |
dc.relation.ispartofseries | Dyslexia;Volume 24, Issue 4 - November 2018 | |
dc.rights | This is the peer reviewed version of the following article:
Nijakowska J, Tsagari D, Spanoudis G. English as a foreign language teacher training needs and perceived preparedness to include dyslexic learners:
The case of Greece, Cyprus, and Poland. Dyslexia. 2018;24(4):357-379, which has been published in final form at http://dx.doi.org/10.1002/dys.1598.
This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. | en |
dc.subject | Dyslexia | en |
dc.subject | Foreign languages | en |
dc.subject | Teacher preparedness | en |
dc.subject | Teacher training | en |
dc.subject | Inclusive teaching practices | en |
dc.title | English as a foreign language teacher training needs and perceived preparedness to include dyslexic learners: The case of Greece, Cyprus, and Poland | en |
dc.title.alternative | EFL teacher training needs and perceived preparedness to include dyslexic learners: The case of Greece, Cyprus and Poland | en |
dc.type | Journal article | |
dc.type | Journal article | en |
dc.type | Peer reviewed | en |
dc.date.updated | 2019-05-03T10:03:34Z | |
dc.description.version | acceptedVersion | en |
dc.identifier.doi | http://dx.doi.org/10.1002/dys.1598 | |
dc.identifier.cristin | 1643527 | |
dc.source.journal | Dyslexia | |