Abstract
As pre-service teachers increasingly navigate virtual teacher training programs, the challenges they encounter in this online educational landscape have gained significance. The paradigm shift, accelerated by the global pandemic, has led to a surge in online classes, replacing traditional face-to-face interactions in teacher preparation programs. Despite this transformation, pre-service teachers, particularly those specializing in educating the Deaf, face uncertainties and obstacles in adapting to virtual instruction. This pilot study seeks to explore the experiences and perceptions of teachers of the Deaf enrolled in fully or partially online teacher training programs. It addresses two primary objectives: firstly, to gain insights into the nuances of undertaking online teacher training as a teacher of the Deaf, and secondly, to uncover the specific challenges and benefits encountered by pre-service teachers in this digital educational landscape. The research questions delve into aspects not extensively covered in previous studies and provide a nuanced understanding of the unique context of online teacher training for teachers of the Deaf. The findings of this study contribute to addressing the existing gaps in knowledge regarding the training and experiences of pre-service teachers in online settings, especially for those focused on Deaf education, offering practical implications for future research related to virtual teacher education for teachers of the Deaf.
Presenters
Zahra KetounResearch Assistant, Family Language Planning Team, Gallaudet University, United States
Details
Presentation Type
Theme
KEYWORDS
Virtual Teacher Training, Deaf Education, Pre-service Teachers, Online Learning
