An Investigation into the Effectiveness of Collaboration between Greek Secondary EFL Teachers and Specialist Providers for Dyslexia Issues

Autor/in	Rontou, Maria
Titel	An Investigation into the Effectiveness of Collaboration between Greek Secondary EFL Teachers and Specialist Providers for Dyslexia Issues
Quelle	In: Journal of Research in Special Educational Needs, 13 (2013) 1, S.92-103 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/j.1471-3802.2011.01205.x
Schlagwörter	Foreign Countries; Secondary School Teachers; Language Teachers; Second Language Instruction; English (Second Language); Cooperation; Observation; Dyslexia; Teacher Collaboration; Special Needs Students; Psychologists; Academic Advising; Inservice Teacher Education; Greek; Theories; Teamwork; Knowledge Base for Teaching; Educational Finance; Semi Structured Interviews; Case Studies; Greece + Suchen Sie Ihr Suchwort? Ausland; Language teacher; Sprachunterricht; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Co-operation; Kooperation; Beobachtung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Lehrerkooperation; Sonderpädagogischer Förderbedarf; Psychologist; Psychologe; Psychologin; Akademischer Rat; Lehrerfortbildung; Grieche; Griechisch; Theory; Theorie; Teaching theory; Theory of teaching; Unterrichtstheorie; Bildungsfonds; Case study; Fallstudie; Case Study; Griechenland
Abstract	This paper investigates the collaboration of Greek secondary school teachers of English as a Foreign Language (EFL) with psychologists and advisers for dyslexia issues. Data were collected through audio recorded observations and interviews with head teachers and teachers. Taking a Vygotskian approach to learning, activity theory is applied to analyse the contradictions that emerge around the collaboration of teachers and head teachers with specialist provision for dyslexia issues from data in interviews and field notes across two schools. The analysis shows that contradictions are created when the participants try to achieve their goals for dyslexia support by the absence of "what" artefacts--such as knowledge on dyslexia--and "how" artefacts--processes and procedures such as collaboration with a counsellor--to support the collaboration of EFL teachers with EFL and special educational needs advisers and psychologists, the lack of staff at diagnostic centres and lack of funding for training. This finding indicates that the collaboration between psychologists, advisers and teachers to exchange information on pedagogy needs to be established through meetings and in-service training of teachers. (Contains 9 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10