ABSTRACT
This chapter presents an account of the way skills have been developed using a simple framing activity with trainee teachers of the deaf enrolled on a postgraduate distance learning course based at the University of Manchester. The development of skills in self-critical reflection is a central part of postgraduate learning. self-critical reflection and deep learning about becoming professional, appreciating the complexity of the task of teaching deaf children. Personal growth and understanding were inherent in Light bulb moment's process. Literacy was seen as central to all aspects of the curriculum, and individual reading programmes were developed by the class teacher, the daily story time was typically led by a teaching assistant (TA). Teaching assistants provide an important addition to the daily running of any classroom. Trainees chose different ways to explore the complex and multi-faceted nature of working with deaf children, and the knowledge, skills and understanding required.
