(Re)learning to Teach Science with a Hearing Impairment: An Auto-Ethnographic Study

Autor/inn/en	Hanuscin, Deborah; Green, Spencer
Titel	(Re)learning to Teach Science with a Hearing Impairment: An Auto-Ethnographic Study
Quelle	In: Journal of Science Teacher Education, 34 (2023) 4, S.352-368 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hanuscin, Deborah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2022.2105001
Schlagwörter	Science Instruction; Hearing Impairments; Inclusion; Teacher Education; Disabilities; Educational Experience; Personal Narratives; Expectation; Teaching Methods; Self Disclosure (Individuals); Social Networks; Student Attitudes; Teacher Attitudes; Preservice Teachers + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Hearing impairment; Hörbehinderung; Inklusion; Lehrerausbildung; Lehrerbildung; Handicap; Behinderung; Bildungserfahrung; Erlebniserzählung; Expectancy; Erwartung; Teaching method; Lehrmethode; Unterrichtsmethode; Social network; Soziales Netzwerk; Schülerverhalten; Lehrerverhalten
Abstract	Despite growing interest in inclusive education, there has been little attention to the inclusion of students with disabilities in teacher education. Research by educators with disabilities about teachers with disabilities can provide vital information that may help improve support services for teachers with disabilities. As a teacher educator who recently became single-sided deaf, and a preservice teacher who has had hearing loss since childhood, we contribute our voices to this gap in the literature. Through autoethnography, we draw on our lived experiences to identify critical incidents in our (re)learning to teach science, contextualizing these within the broader issue of inclusion in science teacher education. By identifying points of intersection and difference in our stories, we generated a list of salient themes related to arenas, levels, and degrees of inclusion. While our specific experiences may not be generalizable, they highlight broader themes that have implications for creating inclusive science teacher education programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01