Teachers’ education and the promotion of communicative competence of deaf students

Detalhes bibliográficos
Autor(a) principal: Gràcia, Marta
Data de Publicação: 2020
Outros Autores: Lacerda, Cristina Broglia Feitosa de
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