Narrative construction of professional teacher identity of teachers with dyslexia

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.

► Professional teacher identities emerge linked to the perception of their dyslexia.
► Experience of dyslexia is clearly evident as a positive element in each identity.
► Enhanced self-awareness of dyslexic patterns is required by teachers.
► Compensatory strategies are essential to meet the demands of teaching.