Teachers’ education and the promotion of communicative competence of deaf students
Autor(a) principal: | |
---|---|
Data de Publicação: | 2020 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/48495 |
Resumo: | The improvement of deaf students’ education in the inclusive school context requires the teacher’s formation regarding strategies to promote the communicative competence of their students. The objective of de research is to improve the strategies of a teacher in an inclusive school in Brazil through teacher training seeking to promote the communication competence of her studentes. The participants are the three deaf students in kindergarten. The instruments used are 1) a digital app EVALOE-SSD for the formation, and 2) a final assessment questionnarie. During four months the teacher used the app to self-evaluate her classes, make decisions and introduce changes in her teaching practices. During the same period, the investigation team made three classroom observations and evaluated with the same app. The results show that the formation was challenging to the teacher, with improvements in her teaching practices and in the communicative competence of the deaf children in sign language. There were implications pointed out about the initial formation of bilingual teachers for deaf. |
id |
UFSM-9_7c0d11c351324d3eee4f57018755bdf9 |
---|---|
oai_identifier_str |
oai:ojs.pkp.sfu.ca:article/48495 |
network_acronym_str |
UFSM-9 |
network_name_str |
Revista Educação Especial (UFSM) |
repository_id_str |
|
spelling |
Teachers’ education and the promotion of communicative competence of deaf studentsLa formación de maestros y la promoción de la competencia comunicativa de alumnos sordosLa formación de maestros y la promoción de la competencia comunicativa de alumnos sordosTeacher educationcommunicative competencedeaf education.Formación de maestroscompetencia comunicativaeducación de sordos.Formación de maestroscompetencia comunicativaeducación de sordos.The improvement of deaf students’ education in the inclusive school context requires the teacher’s formation regarding strategies to promote the communicative competence of their students. The objective of de research is to improve the strategies of a teacher in an inclusive school in Brazil through teacher training seeking to promote the communication competence of her studentes. The participants are the three deaf students in kindergarten. The instruments used are 1) a digital app EVALOE-SSD for the formation, and 2) a final assessment questionnarie. During four months the teacher used the app to self-evaluate her classes, make decisions and introduce changes in her teaching practices. During the same period, the investigation team made three classroom observations and evaluated with the same app. The results show that the formation was challenging to the teacher, with improvements in her teaching practices and in the communicative competence of the deaf children in sign language. There were implications pointed out about the initial formation of bilingual teachers for deaf.La mejora de la educación de alumnos sordos en contextos escolares inclusivos requiere la formación de maestros en relación con sus estrategias para promover la competencia comunicativa de sus alumnos. El objetivo de la investigación es mejorar las estrategias de una maestra de una escuela inclusiva de Brasil a través de una formación docente con el fin de promover la competencia comunicativa de sus alumnos. Los participantes son la maestra bilingüe y tres alumnos sordos de educación infantil. Los instrumentos utilizados son: 1) la aplicación digital EVALOE-SSD para la formación, y 2) un cuestionario de valoración final. Durante cuatro meses la maestra utilizó la aplicación para autoevaluar sus clases, tomar decisiones, e introducir cambios en su práctica docente y al final respondió al cuestionario de valoración final. Durante el mismo período, el equipo de investigación realizó tres observaciones en el aula y las evaluó con la misma aplicación. Los resultados indican que la formación supone un reto para la maestra, así como mejoras en su práctica docente y en la competencia comunicativa de los alumnos en lengua de signos. Se derivan implicaciones para la formación inicial de maestras de alumnos sordos.La mejora de la educación de alumnos sordos en contextos escolares inclusivos requiere la formación de maestros en relación con sus estrategias para promover la competencia comunicativa de sus alumnos. El objetivo de la investigación es mejorar las estrategias de una maestra de una escuela inclusiva de Brasil a través de una formación docente con el fin de promover la competencia comunicativa de sus alumnos. Los participantes son la maestra bilingüe y tres alumnos sordos de educación infantil. Los instrumentos utilizados son: 1) la aplicación digital EVALOE-SSD para la formación, y 2) un cuestionario de valoración final. Durante cuatro meses la maestra utilizó la aplicación para autoevaluar sus clases, tomar decisiones, e introducir cambios en su práctica docente y al final respondió al cuestionario de valoración final. Durante el mismo período, el equipo de investigación realizó tres observaciones en el aula y las evaluó con la misma aplicación. Los resultados indican que la formación supone un reto para la maestra, así como mejoras en su práctica docente y en la competencia comunicativa de los alumnos en lengua de signos. Se derivan implicaciones para la formación inicial de maestras de alumnos sordos.Universidade Federal de Santa Maria2020-11-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/4849510.5902/1984686X48495Special Education Magazine; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e66/ 1-20Revista de Educación Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e66/ 1-20Revista Educação Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e66/ 1-201984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMspahttp://periodicos.ufsm.br/educacaoespecial/article/view/48495/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/48495/htmlCopyright (c) 2020 Revista Educação Especialinfo:eu-repo/semantics/openAccessGràcia, MartaLacerda, Cristina Broglia Feitosa de2020-12-21T22:14:18Zoai:ojs.pkp.sfu.ca:article/48495Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2020-12-21T22:14:18Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Teachers’ education and the promotion of communicative competence of deaf students La formación de maestros y la promoción de la competencia comunicativa de alumnos sordos La formación de maestros y la promoción de la competencia comunicativa de alumnos sordos |
title |
Teachers’ education and the promotion of communicative competence of deaf students |
spellingShingle |
Teachers’ education and the promotion of communicative competence of deaf students Gràcia, Marta Teacher education communicative competence deaf education. Formación de maestros competencia comunicativa educación de sordos. Formación de maestros competencia comunicativa educación de sordos. |
title_short |
Teachers’ education and the promotion of communicative competence of deaf students |
title_full |
Teachers’ education and the promotion of communicative competence of deaf students |
title_fullStr |
Teachers’ education and the promotion of communicative competence of deaf students |
title_full_unstemmed |
Teachers’ education and the promotion of communicative competence of deaf students |
title_sort |
Teachers’ education and the promotion of communicative competence of deaf students |
author |
Gràcia, Marta |
author_facet |
Gràcia, Marta Lacerda, Cristina Broglia Feitosa de |
author_role |
author |
author2 |
Lacerda, Cristina Broglia Feitosa de |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Gràcia, Marta Lacerda, Cristina Broglia Feitosa de |
dc.subject.por.fl_str_mv |
Teacher education communicative competence deaf education. Formación de maestros competencia comunicativa educación de sordos. Formación de maestros competencia comunicativa educación de sordos. |
topic |
Teacher education communicative competence deaf education. Formación de maestros competencia comunicativa educación de sordos. Formación de maestros competencia comunicativa educación de sordos. |
description |
The improvement of deaf students’ education in the inclusive school context requires the teacher’s formation regarding strategies to promote the communicative competence of their students. The objective of de research is to improve the strategies of a teacher in an inclusive school in Brazil through teacher training seeking to promote the communication competence of her studentes. The participants are the three deaf students in kindergarten. The instruments used are 1) a digital app EVALOE-SSD for the formation, and 2) a final assessment questionnarie. During four months the teacher used the app to self-evaluate her classes, make decisions and introduce changes in her teaching practices. During the same period, the investigation team made three classroom observations and evaluated with the same app. The results show that the formation was challenging to the teacher, with improvements in her teaching practices and in the communicative competence of the deaf children in sign language. There were implications pointed out about the initial formation of bilingual teachers for deaf. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-11-17 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/48495 10.5902/1984686X48495 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/48495 |
identifier_str_mv |
10.5902/1984686X48495 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/48495/pdf http://periodicos.ufsm.br/educacaoespecial/article/view/48495/html |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Revista Educação Especial info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Revista Educação Especial |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/html |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e66/ 1-20 Revista de Educación Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e66/ 1-20 Revista Educação Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e66/ 1-20 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
_version_ |
1799944202380902400 |