Baseline data on distance education offerings in deaf education teacher preparation programs in the United States

Given that little is empirically known about the use of distance education within deaf education teacher preparation (DETP) programs, the purpose of the present study was to obtain baseline data on distance education activities in these programs. Using a census of the program coordinators of the 68 DETP programs in the United States, the researcher requested and gathered data by means of an 11-item online questionnaire. A 69% response rate was achieved (N = 47). It was found that more than half of the DETP programs offered distance education courses. Respondents indicated that asynchronous technology was used overwhelmingly more often than synchronous technology, with the Internet listed most often, followed by teleconferencing. Additional results provide information about the current status of distance education within the DETP field.     

Enrollment trends in deaf education teacher preparation programs, 1973-2009

The number of deaf education teacher preparation programs and the number of program graduates were tabulated from reference issues of the American Annals of the Deaf beginning in 1973 and progressing every third year through 2009. Programs and graduates reached their highest levels from the mid-1970s through mid-1980s. In 2006 and 2009, only about one fourth as many students were majoring in deaf education in relation to the general U.S. college population as in 1973, 1976, and 1979. Yet because the population of children identified as deaf and hard of hearing has also declined, the ratio of program graduates to deaf children has stayed relatively balanced for the past 20 years. Current challenges faced by teacher preparation programs include increases in interpreter preparation programs and programs for teaching American Sign Language, as well as the changing nature of the role of teacher of the deaf.     

Integration of computers and related technologies into deaf education teacher preparation programs

The study examined how computer technology is used, modeled, and taught in programs that prepare future teachers of students who are deaf or hard of hearing. Data were collected through two self-reported survey instruments sent to participants from two different groups: (a) deaf education faculty (n = 233) and (b) administrators of programs serving students who are deaf or hard of hearing (n = 100). Among the faculty who responded to the survey, 99% said they used computers and printers for instruction during class, 84% said they used VCRs for instruction during class, and 56% said they used video cameras for instruction during class. The information that was reported on how technology was being used for instruction and how its use was being taught to students in deaf education teacher preparation programs indicates that the need persists for integration of technology into these programs. A need likewise continues for improved instructional strategies relative to computers and technology.     

Faculty needs, doctoral preparation, and the future of teacher preparation programs in the education of deaf and hard of hearing students

The purposes of the study were to obtain and analyze data on the need for, and desired characteristics of, faculty in deaf education at American institutions of higher education (IHEs), and to assess the present and projected status of doctoral-level teacher preparation programs in deaf education at American IHEs. Program directors and coordinators provided information on current and projected faculty openings, the number of active doctoral students, faculty research interests, program strengths, and needs in the field. Results indicated a pending shortage due to faculty retirements and a paucity of doctoral-level graduates. Most faculty listed literacy and language as a primary research interest as well as a program strength. The ability to generate new knowledge through research was found to be less desirable for future faculty than teaching ability. Suggestions for improving doctoral preparation and moving the field to evidence-based practices are provided.     

Deaf teacher candidates in hearing classrooms: a unique teacher preparation program

An undergraduate teacher education program at Gallaudet University prepares deaf students in "regular" education. This includes a required full-time internship with hearing students (assisted by sign language interpreters). Graduates then continue in a master's degree program in deaf education, thus acquiring dual certification. Several studies indicate that these deaf candidates progress through the same developmental stages as hearing candidates and that they develop high expectations for deaf learners. Issues related to implementing such a program are discussed.     

The efficacy of embedding special education instruction in teacher preparation programs in the United States

This study examined the effects of embedding special education instruction into preservice general education assessment courses. Participants were teacher candidates in the United States enrolled in a required evaluation and measurement course (n=208). A self-report survey was developed assessing knowledge of and attitudes toward teaching students with learning disabilities. Results indicated that embedded instruction significantly increased teacher candidate's knowledge of inclusion terminology and assessment adaptations (p<.01), and improved confidence levels in meeting the needs of students with learning disabilities improved by 60% over the control group. These results suggest the need to provide faculty in the content area adequate professional development opportunities to ensure that current special education best practices are embedded across the curriculum of teacher candidates.     

National study of master teachers in deaf education: implications for teacher education

After an extensive review of relevant literature, the investigators developed a questionnaire on teacher characteristics and behaviors in relation to master teachers and distributed it electronically to deaf education professionals. The questionnaire recipients represented administrators, experienced teachers (e.g., those with 3 or more years' experience), and college and university faculty responsible for preparing teachers of the deaf. Follow-up interactive interviews were conducted with representatives of each constituency. Considerable similarities were noted in the priorities assigned across the three different constituencies, including a value placed on strong communication skills, having a passion about teaching, being collaborative, remaining current in the field, helping students become independent learners, and employing cognitive strategies. Analyses of responses by constituency are provided, along with recommendations for action, particularly for teacher education programs that are intent on graduating more teachers with master teacher potential.     

Towards diversity in teacher education: teacher preparation of immigrant teachers

Teacher education programs have been slow in responding to the increasing diversity in education systems and tertiary institutions. In this paper, we focus on the development of teacher education programs for immigrant teachers, drawing on interview and other data from a study of 110 teachers in programs at the Faculty of Education, University of Sydney, Australia. We argue that for teacher education programs to respond to the growing diversity they need four components: (i) ways to increase access for students from minority backgrounds; (ii) appropriate delivery modes and structures; (iii) inclusive curriculum along with a range of support programs for students; and (iv) incorporation of equity provisions into institutional structures.

Les programmes de formation des maîtres ont été lents à s'adapter à la diversité croissante des systèmes éducatifs et des institutions d'enseignement supérieur. Cette présentation est focalisée sur le développement des programmes de formation des maîtres ciblant les professeurs immigrés; elle est basée sur des interviews et autres données provenant d'une enquête effectuée auprès de 110 professeurs inscrits dans les programmes de la Faculté d'Education, à l'université de Sydney, en Australie. Notre argument est que si l'on veut que les programmes de formation des maîtres reflètent cette diversité croissante, quatre éléments sont nécessaires : (i) que l'accès à ces programmes soit facilité pour les étudiants appartenant à des minorités; (ii) que des structures et stratégies appropriées soient utilisées; (iii) que les cursus eux‐mêmes soient modifiés pour convenir à ces minorités et incluent une panoplie de programmes de soutien; et (iv) que des mesures égalitaires soient introduites dans les institutions au niveau des structures.

Los programas de educación para profesores han sido lentos para responder a la creciente diversidad en sistemas educacionales e instituciones terciarias. En este trabajo, nosotros enfocamos la atención en el desarrollo de programas educacionales para profesores inmigrantes, obtenidos de entrevistas y otros datos de un estudio de 110 profesores en programas en la Facultad de Educación de la Universidad de Sydney, Australia. Nosotros planteamos que para que los programas de educación para profesores respondan al aumento de la diversidad ellos requieren cuatro componentes: (i) se necesitan maneras de incrementar el acceso para estudiantes de origen de grupos minoritarios; (ii) se necesitan modos apropiados de distribución y estructuras; (iii) inclusive un currículo junto con un rango de programas de apoyo para estudiantes y, (iv) la incorporación de provisiones equitativas en las estructuras institucionales.

Ausbildungsprogramme für Lehrer haben nur langsam auf die wachsende ethnische Diversität in Ausbildungssystemen und pädagogischen Hochschulen reagiert. In diesem Referat konzentrieren wir uns auf die Entwicklung von Ausbildungsprogrammen für ausländische Lehrer und verwerten dabei Material aus Interviews sowie Angaben aus einer Studie von 110 Lehrern in Ausbildungsprogrammen an der pädagogischen Fakultät der Universität in Sydney, Australien. Wir argumentieren, dass vier Faktoren notwendig sind, damit diese Ausbildungsprogramme auf die wachsende ethnische Diversität eingehen: (i) benötigen wir Wege zu Erleichterung des Zugangs für Studenten, die einer ethnische Minorität angehören; (ii) angemessene Lehrmethoden und‐strukturen; (iii) ferner einen umfassenden Studien‐ und Lehrplan mit verschiedenen Hilfsprogrammen für Studenten, und (iv) die Eingliederung von Gleichheitsmaßnahmen in institutionelle Strukturen.     

Our voices count: the lived experiences of LGBTQ educators and its impact on teacher education preparation programs

LGBTQ issues are often marginalized in teacher preparation programs. This marginalization perpetuates heternormative practices in schools. Utilizing the lens of narrative inquiry, this study examined the lives of 10 LGBTQ teachers residing in various geographical regions in the United States. Based on the theoretical framework of Queer Theory, this paper examines discursive powers that marginalize LGBTQ teachers and offers recommendations to eliminate repressive, heteronormative practices in teacher educator preparation programs.     

Discrepancy between preparation and practice in teacher education: An Ecuadorian study

A university in Ecuador requested assistance with curriculum revision so as to make its teacher training program more effective. In order to focus on real rather than perceived problems. a study of the curriculum was carried out. Over 200 graduates of the program were surveyed using a written questionnaire based on the content of the Faculty of Education curriculum. Results of the survey indicated a significant gap between preparation and practice. The major problems with preparation were identified as content emphasis and implementation rather than curriculum structure as perceived originally by university authorities.     

Deaf education in China: history, current issues, and emerging deaf voices

An overview is provided of (a) deaf education in China, (b) views of deaf Chinese, and (c) recent empowering international collaborations. China's national policy focuses on oral/aural education and hearing rehabilitation. However, everyday practice in schools for deaf children includes various forms of Chinese Sign Language. Early childhood education focuses on speech and hearing. Elementary and secondary school curricula reflect low expectations for deaf students and lack the same academic content provided to hearing students. There are limited higher education opportunities. There are no support services such as note takers or interpreters for mainstreamed students. There are no deaf teacher preparation or interpreter training programs. Jobs are few; the vast majority of deaf adults are unemployed. Deaf people interviewed for the article describe their needs, their dreams, and the changes they are witnessing, which result in part from recent empowering international collaborations.     

Eminent classroom teachers join the dialogue on teacher education programs

Abstract

This article examines the views on effective teacher education programs held by 10 teachers who were identified by senior administrators within their school districts as exemplary teachers. The findings reveal many consistencies between the beliefs inherent within five models of teacher learning that predominate in literature on teacher education programs and those held by practicing teachers. The one major difference is that teachers in this study emphasize the transmission of a widely accepted body of pedagogical knowledge and skills to a greater degree than do researchers. This set of common belief provides a strong foundation for building collaborative relationships through which both cultures might work together to develop a shared vision. Transformation of teaching and teacher education practice requires a willingness to consider values and perspectives that might differ from those accepted within either culture and an openness to change on the part of both cultures.     

Data-driven assessment of teacher candidates during their internships in deaf education

Deaf education teacher training programs have received criticism for graduating students with gaps in knowledge and skills required for specific placements. The National Council for Accreditation of Teacher Education (NCATE) requires that accredited programs engage in self-study, and NCATE guidelines require programs to collect valid, reliable evidence of teacher candidate performance and candidates' effect on student learning. In the present study, an ecobehavioral assessment computer program, MS-CISSAR (Mainstream Code for Instructional Structure and Student Academic Response), was used in evaluations of 8 teacher candidates during internship experiences. Results were mixed. Some of the instructional arrangements, teaching behaviors, and student responses resembled those found in studies using in-service teachers as subjects; however, some data revealed a need for changes in instruction. Data gathered with MS-CISSAR could be added to evaluations to help training programs meet NCATE requirements for evidence on teacher candidate performance and candidates' effect on student learning.     

特殊职业教育师资队伍专业化建设的问题分析与对策研究

"教育公平是社会公平的基础",发展特殊教育职业教育,促进残疾人就业,是促进教育公平的一个重要举措,这就要求特殊教育学校必须抓好职业教育师资队伍的专业化建设。本文基于教师专业化发展的涵义,对我国目前特殊教育学校职教师资队伍专业化建设面临的主要问题进行了详细地分析,在此基础上,借鉴国内外职业教育师资队伍专业化建设的经验,对我国特殊教育学校职业教育师资队伍的专业化建设的对策进行了初步探索与研究。