Assuntos
Implantes Cocleares/tendências , Correção de Deficiência Auditiva/tendências , Surdez/reabilitação , Educação Inclusiva/tendências , Auxiliares de Audição/tendências , Patologia da Fala e Linguagem/tendências , Criança , Redução de Custos/tendências , Previsões , Política de Saúde/tendências , Acessibilidade aos Serviços de Saúde/tendências , Necessidades e Demandas de Serviços de Saúde/economia , Necessidades e Demandas de Serviços de Saúde/tendências , Humanos , Inclusão Escolar , Patologia da Fala e Linguagem/educação , Ensino/tendências , Estados UnidosRESUMO
Especially in the education of students who are deaf or hard of hearing, teachers' practical knowledge storage is almost never measured. The Survey of Practical Knowledge was used to compare the practical knowledge storage of deaf and hearing teachers of these students. Surveyed were 48 deaf and 115 hearing individuals at the preservice and in-service experience levels. Practical knowledge storage was defined as images, rules of practice, and practical principles. Results indicate that deaf teachers tend to view students as equals but are more likely to emphasize control over classroom behavior than hearing teachers. Hearing teachers tend to stress efforts to engage students in subject matter by providing variety and relating it to life experiences. Given the trend toward high-stakes testing of teachers, further research is encouraged on role differences between deaf and hearing teachers working with students who are deaf or hard of hearing.
Assuntos
Surdez , Educação de Pessoas com Deficiência Auditiva , Educação Inclusiva , Docentes/normas , Conhecimento , Adulto , Surdez/psicologia , Análise Discriminante , Educação Inclusiva/normas , Feminino , Humanos , Masculino , Pessoas com Deficiência Auditiva/psicologiaRESUMO
A sample of 163 preservice and in-service teachers of deaf and hard-of-hearing students was surveyed on perceptions of the roles of teacher, students, and the classroom. The participants' perceptions were examined utilizing the Survey of Practical Knowledge (SPK) designed and developed by the researcher for the study. The SPK asked the participants to respond to different "images" of teachers, students, and classrooms. Through factor analysis, the following images were generated: the teacher as artisan, the teacher as custodian, the student as subordinate, the student as peer, the classroom as arena, and the classroom as refuge. Beginning education students, graduating education students, novice teachers, and experienced teachers were assessed on their endorsement of those images. Beginning education students tended to view students more as peers than members of the other three groups. In-service teachers were more consistent and flexible in their images than preservice teachers were. Deaf and hard-of-hearing teachers viewed students more as subordinates than did hearing teachers. The dominant view among the study participants conceptualized the teacher as artisan, the students as subordinates, and the classroom as a refuge.
