Beliefs, Practices, and Expectations of Oral Teachers of the Deaf

Autor/inn/en	Brown, P. Margaret; Paatsch, Louise
Titel	Beliefs, Practices, and Expectations of Oral Teachers of the Deaf
Quelle	In: Deafness and Education International, 12 (2010) 3, S.135-148 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-3154
DOI	10.1179/146431510X12626982043840
Schlagwörter	Constructivism (Learning); Deafness; Oral Communication Method; Educational Practices; Beliefs; Teacher Expectations of Students; Mainstreaming; Special Education Teachers; Foreign Countries; Teaching Methods; Listening Skills; Auditory Training; Pedagogical Content Knowledge; Academic Accommodations (Disabilities); Teacher Motivation; Teaching Models; Australia + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Oral communication; Mündliche Kommunikation; Bildungspraxis; Belief; Glaube; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Belgien; Pädagogische Kompetenz; Lehrmodell; Australien
Abstract	This study investigated the beliefs and practices of 28 teachers of the deaf about their practices. The teachers were all working in oral settings either as visiting teachers or teachers in a mainstream school facility supporting groups of students with hearing loss. Teachers who used an Auditory Verbal approach largely adopted a positivist paradigm, whereas those using an Auditory Oral approach were more likely to adopt a constructivist paradigm. Those using a mixed approach (AV/AO) adopted a paradigm that was a mix of both positivist and constructivist. Results suggest that there is a strong relationship between the underlying beliefs of teachers and the model of practice that they adopt, and that professional experience, professional development and the inclusion movement exert an influence on those beliefs and practices. (Contains 2 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10