ARE ENGLISH TEACHERS READY TO ASSIST STUDENTS WITH DYSLEXIA? DESIGN AND IMPLEMENTATION OF A TEACHING TRAINING WORKSHOP TO CLARIFY MISCONCEPTIONS
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2024-09-24
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Jaén: Universidad de Jaén
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[ES] Se presenta una propuesta y análisis de la implementación de un taller de formación para profesorado de inglés
sobre la dislexia, el cual tiene la doble finalidad de promover la consideración de las dificultades de aprendizaje
de las personas con dislexia en el diseño de las sesiones y potenciar la adaptación de los materiales y
procedimientos de evaluación. Para diseñar el taller previamente se realiza una búsqueda bibliográfica
actualizada sobre la dislexia y un análisis sobre los conocimientos previos de los docentes de inglés de Primaria y
Secundaria que participaron en el estudio a partir de dos cuestionarios: uno sobre aspectos sociodemográficos
validado por el Dr. Daniel Madrid Fernández; y el otro sobre los conocimientos de los docentes sobre la dislexia
diseñado y validado por Soriano-Ferrer y Echegaray‐Bengoa (2014). Del diseño e implementación de esta
propuesta de taller se concluye la necesidad de la formación continua del profesorado.
[EN] A workshop proposal about dyslexia for Primary and Secondary English teachers is presented in this Master’s Dissertation. Moreover, its implementation is also analyzed. The workshop has the dual purpose of promoting the consideration of learning difficulties of students with dyslexia to design the lessons, and fostering the adaptation of materials and evaluation procedures. A literature review is previously necessary to clarify key aspects of dyslexia. Furthermore, previous knowledge about dyslexia on the part of the English teachers who participate in the study is analyzed. A Google Form with two questionnaires is used to analyse it; the first questionnaire is about sociodemographic aspects and it has been validated by Dr. Daniel Madrid Fernádez, the second questionnaire is about knowledge and beliefs about dyslexia and was designed and validated by Soriano- Ferrer and Echegaray-Bengoa (2014, pp.91-110). From the design and implementation of this workshop, it is concluded that in-service teacher training is completely necessary.
[EN] A workshop proposal about dyslexia for Primary and Secondary English teachers is presented in this Master’s Dissertation. Moreover, its implementation is also analyzed. The workshop has the dual purpose of promoting the consideration of learning difficulties of students with dyslexia to design the lessons, and fostering the adaptation of materials and evaluation procedures. A literature review is previously necessary to clarify key aspects of dyslexia. Furthermore, previous knowledge about dyslexia on the part of the English teachers who participate in the study is analyzed. A Google Form with two questionnaires is used to analyse it; the first questionnaire is about sociodemographic aspects and it has been validated by Dr. Daniel Madrid Fernádez, the second questionnaire is about knowledge and beliefs about dyslexia and was designed and validated by Soriano- Ferrer and Echegaray-Bengoa (2014, pp.91-110). From the design and implementation of this workshop, it is concluded that in-service teacher training is completely necessary.