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What students can teach each other: Promoting optimal voice use for teaching through a speech-language pathology student-led voice clinic.

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Title: What students can teach each other: Promoting optimal voice use for teaching through a speech-language pathology student-led voice clinic.
Authors: Finn, Elissa1, Hewetson, R.1 r.hewetson@griffith.edu.au, Howells, S.1, Clifton, J.2, Cardell, E.3
Source: Teaching & Teacher Education. Apr2023, Vol. 125, pN.PAG-N.PAG. 1p.
Subject Terms: *Peer teaching, *Speech-language pathology, *Teacher education, *Professional education, Voice analysis
Abstract: Initial teacher education (ITE) students experience voice problems while studying and subsequently in their careers with the potential to impact their teaching careers. Education about voice and vocal techniques required for teaching is not routine in teacher education. Speech-language pathology (SLP) programs require clients for voice-related training. This descriptive study considered student experiences and perceptions of benefit related to an SLP student-led voice clinic for ITE students. A cross-sectional survey revealed that 28.9% of ITE students presented with a voice problem on the Screen6, and 24.4% perceived themselves as vocally handicapped (VHI-10). Findings support the importance of routine screening of voice in ITE students, and that a student-led clinic may address preparation/training needs of both ITE and SLP students. • Teachers are occupational voice users who are at a high risk of developing voice problems. • The development of voice problems may occur before teachers commence their professional career. • Voice education and training may reduce the risk of vocational voice injury. • Tertiary institutions provide a unique opportunity for inter-program student collaboration. [ABSTRACT FROM AUTHOR]
Copyright of Teaching & Teacher Education is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Teaching+%26+Teacher+Education%22">Teaching & Teacher Education</searchLink>. Apr2023, Vol. 125, pN.PAG-N.PAG. 1p.
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  Data: *<searchLink fieldCode="DE" term="%22Peer+teaching%22">Peer teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Speech-language+pathology%22">Speech-language pathology</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br /><searchLink fieldCode="DE" term="%22Voice+analysis%22">Voice analysis</searchLink>
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  Data: Initial teacher education (ITE) students experience voice problems while studying and subsequently in their careers with the potential to impact their teaching careers. Education about voice and vocal techniques required for teaching is not routine in teacher education. Speech-language pathology (SLP) programs require clients for voice-related training. This descriptive study considered student experiences and perceptions of benefit related to an SLP student-led voice clinic for ITE students. A cross-sectional survey revealed that 28.9% of ITE students presented with a voice problem on the Screen6, and 24.4% perceived themselves as vocally handicapped (VHI-10). Findings support the importance of routine screening of voice in ITE students, and that a student-led clinic may address preparation/training needs of both ITE and SLP students. • Teachers are occupational voice users who are at a high risk of developing voice problems. • The development of voice problems may occur before teachers commence their professional career. • Voice education and training may reduce the risk of vocational voice injury. • Tertiary institutions provide a unique opportunity for inter-program student collaboration. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Teaching & Teacher Education is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=162240118
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        Value: 10.1016/j.tate.2023.104053
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              Text: Apr2023
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