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Perceptions of Professional Development: A Descriptive Study Investigating Learning Opportunities for Teachers of Students Who Are Deaf or Hard of Hearing.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Perceptions of Professional Development: A Descriptive Study Investigating Learning Opportunities for Teachers of Students Who Are Deaf or Hard of Hearing./
作者:	Tiggs, Susan C.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	131 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
Contained By:	Dissertations Abstracts International83-03A.
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28650933
ISBN:	9798535509730

Perceptions of Professional Development: A Descriptive Study Investigating Learning Opportunities for Teachers of Students Who Are Deaf or Hard of Hearing.
Tiggs, Susan C.

Perceptions of Professional Development: A Descriptive Study Investigating Learning Opportunities for Teachers of Students Who Are Deaf or Hard of Hearing. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 131 p.

Source: Dissertations Abstracts International, Volume: 83-03, Section: A.

Thesis (Ed.D.)--Regent University, 2021.

This item must not be sold to any third party vendors.

Educators serving students who are deaf or hard of hearing (DHH) serve a population that is heterogeneous. Deaf education teacher preparation programs cannot address all of the knowledge and skills deaf educators will need to be effective teachers. Yet DHH-specific professional development (PD) is limited and often difficult to locate. The purpose of this study was to obtain information about how teachers of students who are deaf or hard of hearing in Texas locate DHH-specific PD, their perception of the usefulness of the pre-service and in-service training they have received in 15 DHH-specific knowledge and skills topics, and how a digital badging initiative might influence deaf educators' participation in PD and professional learning activities. A survey addressing these questions was shared with deaf educators throughout the state of Texas. The resulting data were analyzed using descriptive statistics. The findings indicate that the learning needs of deaf educators and the PD format they prefer are as heterogeneous as the students they serve. Building a culture that encourages educators of students who are deaf or hard of hearing to take charge of their learning needs could assist training providers at the pre-service and in-service levels to better support those educators in personalizing their professional development. Digital badges could provide in-service providers with a potential framework when addressing the individual learning needs of deaf educators. The study did not elicit enough data in support of or to rule out the use of digital badges as a framework for personalizing PD. This is a topic that could be considered for future research to add to the limited research on professional development for deaf educators.

ISBN: 9798535509730Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Deaf

Perceptions of Professional Development: A Descriptive Study Investigating Learning Opportunities for Teachers of Students Who Are Deaf or Hard of Hearing.
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520 $a Educators serving students who are deaf or hard of hearing (DHH) serve a population that is heterogeneous. Deaf education teacher preparation programs cannot address all of the knowledge and skills deaf educators will need to be effective teachers. Yet DHH-specific professional development (PD) is limited and often difficult to locate. The purpose of this study was to obtain information about how teachers of students who are deaf or hard of hearing in Texas locate DHH-specific PD, their perception of the usefulness of the pre-service and in-service training they have received in 15 DHH-specific knowledge and skills topics, and how a digital badging initiative might influence deaf educators' participation in PD and professional learning activities. A survey addressing these questions was shared with deaf educators throughout the state of Texas. The resulting data were analyzed using descriptive statistics. The findings indicate that the learning needs of deaf educators and the PD format they prefer are as heterogeneous as the students they serve. Building a culture that encourages educators of students who are deaf or hard of hearing to take charge of their learning needs could assist training providers at the pre-service and in-service levels to better support those educators in personalizing their professional development. Digital badges could provide in-service providers with a potential framework when addressing the individual learning needs of deaf educators. The study did not elicit enough data in support of or to rule out the use of digital badges as a framework for personalizing PD. This is a topic that could be considered for future research to add to the limited research on professional development for deaf educators.
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