Research On The Cooperation Of Deaf And Hearing Teachers From The Perspective Of Symbolic Interaction

Since the 1990 s,with the improvement of the overall education level of the deaf,under the influence of some deaf school bilingual programs,more and more deaf college students have entered the deaf school to be a teacher.As a minority group among teachers,they have special advantages in teaching in deaf schools.Deaf teachers can form a natural resonance with hearing-impaired students in terms of communication and mind,which is conducive to enhancing the self-identity of deaf students and establishing self-confidence.As users and communicators of sign language,they are also inheritors of deaf culture,and undertake the mission of inheriting deaf culture.Deaf peoples participation in deaf education fully reflects their right to participate in social life on an equal footing,and is a sign of social progress and development.The cooperation and communication among teachers is an important way to promote the professional development and growth of teachers.Due to the lack of professional knowledge of deaf teachers and their disadvantage in the use of spoken and written language,the cooperation organized in schools is generally in the charge of hearing teachers,and deaf teachers are often "marginal" in cooperation.Coupled with the differences between deaf culture and hearing culture,it is inevitable that there will be differences in cooperation,which will cause trouble for deaf teachers and is not conducive to their own professional development.Based on the theory of symbolic interaction,this study conducted interviews with 4 deaf teachers in deaf schools and special education schools through semi-structured interviews and self-edited "Outline of Cooperative Interviews for Deaf and Hearing Teachers".The interview includes seven main questions and several sub-questions,from the perspective of deaf teachers,to understand the form of cooperation,cooperation ability,and factors affecting cooperation between them and listening teachers,and analyze them from the perspective of sy mbolic interaction.In this study,the qualitative analysis software NVivo11 Plus was used to code the interview text data of four in-service deaf teachers according to the openness,main axis and selective coding procedures.The study found that: in schools,the cooperation between deaf teachers and listening teachers is mainly carried out in the form of mentoring and teaching and research activities;in cooperation,the disadvantage of deaf teachers in the use of spoken language leads to their lower participation,and the sense of cooperation is collective.Lack of initiative and enthusiasm for cooperation;cooperation is dominated by listening teachers,deaf teachers are on the edge of cooperation,and deaf teachers cooperation has become a unilateral cooperation between hearing teachers;deaf teachers have knowledge reserves and cooperation skills.According to the problems existing in the cooperation of deaf and hearing teachers,the following suggestions are put forward: From the level of school,the school should create a good atmosphere for the cooperation of deaf and hearing teachers,and form cooperative and shared teachers culture;create a barrier-free communication environment on campus;carry out natural sign language training in schools,and encourage teachers to be familiar with natural sign language.From the individual level of teachers,improve the cooperative skills of deaf teachers and hearing teachers,such as expression,communication,and reflection;strengthen the learning of deaf teachers’ professional knowledge;enhance the enthusiasm of deaf teachers to participate in various affairs of the school,and give full play to their sign language advantages.