Sign Language Education in Pre-School: Prospective Pre-School Teachers' Views about the Turkish Sign Language Course

Autor/inn/en	Pistav Akmese, Pelin; Kayhan, Nilay
Titel	Sign Language Education in Pre-School: Prospective Pre-School Teachers' Views about the Turkish Sign Language Course
Quelle	In: South African Journal of Education, 43 (2023) 2, Artikel 2179 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Pistav Akmese, Pelin) ORCID (Kayhan, Nilay)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Sign Language; Preschool Education; Deafness; Preschool Teachers; Inclusion; Preservice Teachers; Student Attitudes; Teacher Education Programs; Elective Courses; Second Language Learning; Second Language Instruction; Native Language; Turkish; Foreign Countries; Educational Quality; Instructional Innovation; Instructional Effectiveness; Teacher Competencies; Language Usage; Teacher Student Relationship; Turkey + Suchen Sie Ihr Suchwort? Gebärdensprache; Pre-school education; Vorschulerziehung; Gehörlosigkeit; Taubstummheit; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Inklusion; Schülerverhalten; Elective course; Wahlkurs; Zweitsprachenerwerb; Fremdsprachenunterricht; Türkisch; Ausland; Quality of education; Bildungsqualität; Educational Innovation; Bildungsinnovation; Unterrichtserfolg; Lehrkunst; Sprachgebrauch; Teacher student relationships; Lehrer-Schüler-Beziehung; Türkei
Abstract	Pre-school education is significant in the education of deaf children. The pre-school teacher is a gateway to realising the inclusion of deaf children in schools. In this study we investigated prospective pre-school teachers' opinions and thoughts about sign language in deaf children's education. In this descriptive study we employed the qualitative research method: semi-structured interviews were conducted with 16 prospective pre-school teachers who took the elective sign language course in the fall semester of the 2018-2019 academic year. The main themes obtained from the interviews were as follows: "Quality in early childhood education", "Innovative practices in teacher training", "Inclusive education in the pre-school period", "Effective teaching for deaf children" and "Sign language competence of teachers." The research findings suggest that prospective teachers must learn sign language that would contribute to their professional competence and that they would actively use sign language in their future professional lives. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01