SUGGESTIONS FOR PREPARING ITINERANT TEACHERS: A QUALITATIVE ANALYSIS.

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Bibliographic Details
Title:	SUGGESTIONS FOR PREPARING ITINERANT TEACHERS: A QUALITATIVE ANALYSIS.
Authors:	Luckner, John L., Howell, Jennifer
Source:	American Annals of the Deaf. Jul2002, Vol. 147 Issue 3, p54-61. 8p. 2 Charts.
Subject Terms:	Teachers of the deaf, Education of the deaf
Abstract:	Increasing numbers of students who are deaf or hard of hearing receive educational services in general education classrooms. This placement shift has altered the way teachers of students who are deaf or hard of hearing work, causing an increase in the number of itinerant teachers. As placement trends for students who are deaf or hard of hearing and teachers' job responsibilities have changed, the field of deaf education has only slightly modified professional standards for licensed teachers of students who are deaf or hard of hearing. Most teacher preparation programs continue training preservice teachers to work in self-contained classrooms, leaving itinerant teachers feeling underprepared. Interviews were conducted with 25 experienced itinerant teachers to determine which content and experiences should be included in preparation programs for preservice teachers of students who are deaf or hard of hearing who plan to become itinerant teachers. Results indicate that changes in course work and practica are necessary to best prepare these teachers. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Increasing numbers of students who are deaf or hard of hearing receive educational services in general education classrooms. This placement shift has altered the way teachers of students who are deaf or hard of hearing work, causing an increase in the number of itinerant teachers. As placement trends for students who are deaf or hard of hearing and teachers' job responsibilities have changed, the field of deaf education has only slightly modified professional standards for licensed teachers of students who are deaf or hard of hearing. Most teacher preparation programs continue training preservice teachers to work in self-contained classrooms, leaving itinerant teachers feeling underprepared. Interviews were conducted with 25 experienced itinerant teachers to determine which content and experiences should be included in preparation programs for preservice teachers of students who are deaf or hard of hearing who plan to become itinerant teachers. Results indicate that changes in course work and practica are necessary to best prepare these teachers. [ABSTRACT FROM AUTHOR]
ISSN:	0002726X
DOI:	10.1353/aad.2012.0210