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Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

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Suggestions for preparing itinerant teachers: a qualitative analysis.

John L Luckner¹, Jennifer Howell

¹National Center on Low-Incidence Disabilities (NCLID), Division of Special Education, University of Northern Colorado, Greeley, USA.

American Annals of the Deaf

|November 27, 2002

Summary

Teacher preparation programs need updates to better train itinerant teachers for deaf education. Experienced itinerant teachers highlighted essential coursework and practical experiences for preservice educators.

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Area of Science:

Deaf Education
Special Education
Teacher Training

Background:

Growing numbers of deaf or hard of hearing students are educated in general classrooms.
This shift increases the demand for itinerant teachers, altering job responsibilities.
Current deaf education professional standards and teacher preparation programs lag behind these evolving placement trends.

Purpose of the Study:

To identify necessary content and experiences for preparing preservice teachers to become effective itinerant teachers of students who are deaf or hard of hearing.
To inform revisions in teacher preparation programs to meet the needs of itinerant deaf educators.

Main Methods:

Qualitative study involving interviews with 25 experienced itinerant teachers.
Exploration of their perspectives on essential training components for preservice itinerant teachers.

Main Results:

Experienced itinerant teachers reported feeling underprepared by existing programs.
Key findings indicate a need for significant changes in coursework and practical training.
Specific content and experiences were identified as crucial for successful itinerant roles.

Conclusions:

Current teacher preparation programs inadequately prepare educators for itinerant roles in deaf education.
Revisions in coursework and practical experiences are essential to equip preservice teachers for the realities of itinerant deaf education.
Addressing these gaps will improve the quality of educational services for students who are deaf or hard of hearing in inclusive settings.