Factors that influence the curricular strategic teaching competences for deaf students from the voice of the teachers

Resumen

Through this study we have known the perception of 6 teachers with proven experience in terms of the influence of socio-demographic, educational centre and academic factors on teaching strategic competences for deaf students. The reflective analysis which is performed about the own teaching
practice allows us to improve the quality of the teaching and the inclusion of these students.This study uses a qualitative descriptive approach. A semi-structured interview has been designed to collect information. NVivo 10 software have been used for data analysis and presentation of the
results which allowed us to organize the information in semantic fields to display the relations between words with common meanings.From the speech of teachers interviewed, the most relevant conclusions are the following: (1) The more frequent issues are the competences that a teacher
should have for deaf students, their beliefs about the deaf education and the references to the deaf students. (2) They think that the more relevant strategic competences are the communication competences. (3) They believe that these competences are acquired mainly thorough the
experience and practice rather than through trai ning. (4) Aspects such as the teacher gender do not determine the use of the competences.