تصورات معلمات الطالبات الصم حول تطبيق التدريس التشاركي

Abstract EN

The present study aimed at describing the perceptions of female deaf teachers on the application of participatory teaching and the models used upon application and the most important factors contributing to its success in addition to identifying challenges that hinder its implementation.

The data were collected using a qualitative method based on the case study.

The female researchers conducted in-depth interviews and observations with participants including (4) female deaf teachers.

The results showed that the perceptions of teachers about participatory teaching are: participation, support, and explanation.

The most prominent models of participatory teaching used by teachers were the supportive teaching model.

Factors contributing to the success of participatory teaching included: training, the cooperative relationship between the special education and the public education female teacher, and setting the classroom environment.

The results showed the positive effect of applying participatory teaching to female deaf students.

The results also found that one of the most important challenges that hinder participatory teaching is the application of public education curricula, the lack of clarity of the tasks of female deaf teachers, and the large number of their teaching burdens.