Bodner-Johnson B A, Martin D S
Department of Education, Gallaudet University, Washington, DC, USA.
Am Ann Deaf. 1999 Jul;144(3):236-41. doi: 10.1353/aad.2012.0112.
The study presents information on why teacher educators in deaf education move from school classrooms to universities. These educators' priorities as university faculty are examined in regard to teaching, scholarship, and service; their scholarly productivity and perceptions of workplace conditions in school and university environments are studied. Findings show that these schoolteachers moved to higher education for various reasons, but primarily to pursue research and a scholarly life, and to have a greater influence on deaf and hard of hearing children and deaf education. As faculty, they are most interested in and committed to teaching; they publish at a modest rate. These educators perceive workplace conditions that support autonomy, flexible schedules, collegiality, and decision-making opportunities as more evident in university environments than in school environments. The researchers discuss the need for teacher educators in deaf education to pursue scholarly interests and to consider working with colleagues at the university and in schools to design collaborative research. Universities' need to support these efforts is also discussed.
这项研究呈现了聋人教育领域的教师教育工作者从学校教室转向大学的原因。从教学、学术研究和服务方面审视了这些教育工作者作为大学教员的优先事项；研究了他们的学术产出以及对学校和大学环境中工作条件的看法。研究结果表明，这些学校教师转向高等教育有多种原因，但主要是为了从事研究和学术生活，并对失聪及听力障碍儿童和聋人教育产生更大影响。作为教员，他们最感兴趣且最致力于教学；他们的发表率适中。这些教育工作者认为，支持自主性、灵活工作时间、同事关系和决策机会的工作条件在大学环境中比在学校环境中更为明显。研究人员讨论了聋人教育领域的教师教育工作者追求学术兴趣以及考虑与大学和学校的同事合作开展合作研究的必要性。还讨论了大学支持这些努力的必要性。
