Teacher development to train and develop life skills in deaf students

Abstract

The purpose of this study was to analyze how primary school teacher professional development is conceived for the development and preparation of life skills in students with hearing impairments. The qualitative-quantitative research analyzed relevant scientific sources to model the development process of these teachers so that their interaction with students with hearing impairments would be more effective in the development and preparation of life skills, given the value these represent for their socio-educational inclusion linked to equal opportunities. The results underscored the importance of linking teachers' professional development with practical experiences and strengthening the development and preparation of these skills in students, which optimizes both learning and performance as social beings. The strategy offers a new perspective on the professional development of primary school teachers for the development and preparation of life skills in students with hearing impairments. Theoretical, empirical, and statistical-mathematical methods were used to verify the results.