Investigating the in-service training process of teachers conducting early intervention practices for children with hearing loss

This study aims examine the professional development of teachers conducting early intervention practices for children with hearing loss at a Special Education and Rehabilitation Center (SERC) run by the Ministry of National Education (MoNE), focusing on their in-service training process. The study was designed as action research. Participants in the study were four teachers of the children with hearing impairment, one preschool teacher, one audiologist, one class teacher, one guidance counselor, one school principal, eight children with hearing loss, eight parents, the researcher, and members of trustworthiness committee. Data for the study were collected through researcher's diaries, documents, observations, unstructured and semi-structured interviews, meetings, and process outputs; analyzed descriptively and inductively. The results of the research showed that teachers improved their skills concerning planning and evaluating early intervention sessions, interacting and playing games with children, using educational materials, supporting listening and language skills of children, and providing guidance to the family. An important problem was the turnover in teachers employed by the SERC. The frequent turnover limited the continuity of in-service training, as well as the benefits to the SERC and the teachers. Teachers attributed the frequent turnover to their inability to enjoy various benefits provided by the MoNE, economic problems, and unfair competition in the field.