Recent survey data show that student-teaching is a transformative and pivotal component of teacher- preparation for deaf educators. During student teaching, deaf educators-in training face complex problems and interdependent issues that they must confront, including the transference of theoretical knowledge gained in coursework into concrete teaching praxis. Likewise, new teachers of deaf students must learn how negotiate themselves as legitimate knowers (and erstwhile, learners) within an established deaf educational system or context. This presentation will take the form of a panel composed of several early-career deaf educators from diverse background. The discussion will be led by Michael E. Skyer, Senior Lecturer in the Master of Science in Secondary Education for Students who are Deaf or Hard of Hearing (MSSE). The discussion will focus on newly acquired experiential knowledge gained by early-career deaf educators during student teaching mentorships and other related early-career experiences. Salient issues to be addressed include (but are not limited to): identifying and working with mentors for specific purposes; the role of developing and analyzing self-identity when teaching deaf learners; successful (and not) strategies for effective mentorship (from the perspective of the student-teacher); and creative problem-solving in deaf pedagogy and curriculum. The aim of the discussion is to elucidate best-practices so as to strengthen the relevance and utility of student-teaching within the career arc of a deaf educator. Following prefacing remarks and the discussant-led questions for the panel, there will be time build in for audience questions.
Date of creation, presentation, or exhibit
Department, Program, or Center
Master of Science in Secondary Education (NTID)
Skyer, Michael E., "Oh No! Oh Know! Early-Career Deaf Educators Negotiating Knowledge & Experience in Student-Teaching Mentorship Panel Discussion" (2019). Accessed from
RIT – Main Campus