Lessons Learned From Preservice Teachers of Deaf and Hard of Hearing Students During a Pandemic

Frances M. Courson (University of Montevallo, USA), Andrea D. Alford (Lamar University, USA), Jamie M. Bencak (Lamar University, USA), and Sandra G. Edwards (University of Montevallo, USA)
Copyright: © 2023 |Pages: 264
EISBN13: 9798369312582|DOI: 10.4018/978-1-6684-5834-1.ch008
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The COVID-19 pandemic caused some educators of preservice teachers of deaf and hard of hearing (DHH) students who had been using a face-to-face instructional delivery platform to abruptly change their methods of teaching. This affected preservice teachers who had been thriving in professional preparation and learning through traditional pedagogy. This study discusses the revision of programming to improve preservice teacher practices in an online format, and examines participation in prescribed activities in the following areas related to DHH education preparation: 1) American Sign Language acquisition 2) vocabulary development 3) QR code development 4) closed-caption development, 5) children's literature applications. Participants explored instructional strategies and activities designed to aid in their learning and professional preparation, and rated the effectiveness of activities in reference to their professional growth. Data showed the need for personal mentoring, even in a virtual environment in order for continuity of professional learning to be most effective.
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