Exploring the sign language proficiency of university undergraduate students in a preservices preparation program for teachers of deaf students

IF 2.5 Q1 Social Sciences Higher Education Pedagogies Pub Date : 2022-06-27 DOI:10.1080/23752696.2022.2092882
Omar A. Alawajee
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引用次数: 2

Abstract

ABSTRACT Communication through sign language is essential for teachers of deaf students. This study sought to assess and evaluate the sign language proficiency of preservice teachers of deaf students to help preservice teacher preparation program designers identify what aspects of sign language need to be focused on and provide recommendations to improve preservice teachers’ sign language levels. An exploratory research design was used through questionnaires distributed to a convenience sample. The research subjects were undergraduate female students (N = 36) enrolled in a Saudi Arabian university’s preservice preparation program for teachers of deaf students. This study’s results indicate that preservice teachers of deaf and hard of hearing students scored highly for lexical signs, on an average level for iconic lexical signs, but on a low level for the domain of arbitrary lexical signs. There was a significant effect of participants’ grade point averages (GPAs) on their overall sign language proficiency score. No significant effect of age, academic level, and the number of completed sign language training on overall sign language proficiency score was reported. This study’s outcomes show that preservice teachers’ sign language level needs to be improved and developed. Recommendations are presented for future research and preservice teacher preparation program designers to develop learners’ sign language skills.
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聋生教师预备课程中大学生手语水平的探索
手语交际是聋哑学生教师的必备手段。本研究旨在评估和评估聋哑学生职前教师的手语能力,以帮助职前教师准备计划的设计者确定需要关注的手语方面,并为提高职前教师的手语水平提供建议。采用探索性研究设计,通过向方便样本分发问卷。研究对象为参加沙特阿拉伯某大学聋哑学生教师职前准备项目的女大学生(N = 36)。本研究结果表明,聋哑和听障学生的职前教师在词汇符号方面得分较高,在标志性词汇符号方面得分一般,而在任意词汇符号方面得分较低。参与者的平均绩点(gpa)对他们的整体手语能力得分有显著影响。年龄、学术水平和完成手语训练次数对总体手语能力得分无显著影响。本研究结果表明,职前教师的手语水平有待提高和发展。为未来的研究和职前教师培训计划的设计者提出建议,以发展学习者的手语技能。
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来源期刊
Higher Education Pedagogies
Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.70
自引率
4.00%
发文量
10
审稿时长
13 weeks
期刊介绍: The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.
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