Narrative construction of professional teacher identity of teachers with dyslexia

Eila Burns, Sheena Bell

Research output: Contribution to JournalArticlepeer-review


This paper considers the development of teachers’ professional identity in the context of educators that have diverse backgrounds. We elucidate how teachers with dyslexia working in tertiary education use narrative resources to construct and negotiate their professional teacher identities. The analysis of narrative interviews, interpreted within the framework of positioning theory and the theories of narrative identity, indicated that the interviewees constructed several professional teacher identities that were closely linked to each teacher’s perception of their dyslexia. The experience of dyslexia was clearly evident as a positive element in each identity. Instead of seeing it as an obstacle it can become a part of the teacher’s own identity and can be used as a tool to thrive in their profession.
Original languageEnglish
JournalTeaching and Teacher Education
Issue number5
Publication statusPublished - 1 Jan 2011


  • Dyslexic identity
  • adult dyslexia
  • narrative identity
  • teacher identity


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