ERIC Number: EJ1175534
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Deaf Education Teacher Preparation: A Phenomenological Case Study of a Graduate Program with a Comprehensive Philosophy
Engler, Karen S.; MacGregor, Cynthia J.
American Annals of the Deaf, v162 n5 p388-418 2018
At a time when deaf education teacher preparation programs are declining in number, little is known about their actual effectiveness. A phenomenological case study of a graduate-level comprehensive deaf education teacher preparation program at a midwestern university explored empowered and enabled learning of teacher candidates using the Missouri Department of Elementary and Secondary Education educator pillars: (a) commitment to the profession, (b) proficiency in practice, and (c) learning impact, all deemed critical to developing quality teachers. A strong connection was found between the program's comprehensive philosophy and its practice. Embracing diversity of d/Deafness and differentiated instruction were the most prevalent themes expressed by participants. Teacher candidates displayed outstanding commitment to the profession and high proficiency in practice. The findings suggest that additional consideration should be given to classroom and behavior management, teacher candidate workload, teaching beyond academics, and preparation for navigating the public school system.
Descriptors: Deafness, Hearing Impairments, Teacher Education Programs, Program Effectiveness, Phenomenology, Case Studies, Graduate Study, Teacher Competencies, Elementary Secondary Education, Student Needs, Teacher Empowerment, Qualitative Research, Teacher Persistence, Preschool Education, Practicums, Student Teaching, Surveys, Interviews, Documentation, Caring, Expectation, Cooperation, Lesson Plans, Individualized Instruction, Critical Thinking, Evidence Based Practice, Feedback (Response), Teacher Student Relationship
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Missouri