Supporting student teachers – trying to prevent a problem before it arises

Research output: Contribution to conferencePaper

Abstract

Introduction and Aims
Several studies have shown there is some immediate benefit of preventative training for teachers and student teachers but a more research is needed as this benefit is not often sustained. We introduced voice hygiene at an early stage in student teacher training and followed this up with materials designed to stimulate self-management throughout participants’ teacher training programme. Our aim was to evaluate whether or not this approach was valuable.
Methods
A cohort (n=900) of post-graduate student teachers attended a voice-care lecture. They were invited to access a voice care site through the university’s VLE platform. Weekly messages were sent to all registered students while they were on placement, consisting of key voice care strategies: voice rest, breath control, hydration, relaxation and managing stress. An online survey was taken at four time points: before starting placement and after completing each of three block placements. The survey included questions from the VHI10 and feedback on the weekly messaging used.
Results
Sixty-five students opted in to the VLE voice care site. VHI10 scores ranged from 0-16 pre placement, 1-19 after placement one, 1-10 after placement two and 2-10 after placement three. Feedback of the weekly messaging was positive.
Conclusion
Return rates were low and this may reflect the busy nature of the student teacher training experience. Student teachers may not become aware of voice problems until they arise. VHI10 scores were lower later in the academic year, and the general view from those who took part was that the weekly messaging system was a valuable reminder.
Original languageEnglish
Publication statusUnpublished - 27 Sep 2019
EventCutting Edge Laryngology 2019 - Royal College of Surgeons, Edinburgh, United Kingdom
Duration: 25 Sep 201927 Sep 2019
http://www.laryngologyconference.com/

Conference

ConferenceCutting Edge Laryngology 2019
CountryUnited Kingdom
CityEdinburgh
Period25/09/1927/09/19
Internet address

Fingerprint

student teacher
Students
teacher training
hygiene
online survey
training program
student
Self Care
graduate
Hygiene
teacher
management
Education
experience
Research
Teacher Training

Keywords

  • student teachers
  • student teacher training
  • voice hygine
  • self management

Cite this

Cohen, W., & Andrews, C. (2019). Supporting student teachers – trying to prevent a problem before it arises. Paper presented at Cutting Edge Laryngology 2019, Edinburgh, United Kingdom.
Cohen, Wendy ; Andrews, Carolyn. / Supporting student teachers – trying to prevent a problem before it arises. Paper presented at Cutting Edge Laryngology 2019, Edinburgh, United Kingdom.
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abstract = "Introduction and AimsSeveral studies have shown there is some immediate benefit of preventative training for teachers and student teachers but a more research is needed as this benefit is not often sustained. We introduced voice hygiene at an early stage in student teacher training and followed this up with materials designed to stimulate self-management throughout participants’ teacher training programme. Our aim was to evaluate whether or not this approach was valuable. MethodsA cohort (n=900) of post-graduate student teachers attended a voice-care lecture. They were invited to access a voice care site through the university’s VLE platform. Weekly messages were sent to all registered students while they were on placement, consisting of key voice care strategies: voice rest, breath control, hydration, relaxation and managing stress. An online survey was taken at four time points: before starting placement and after completing each of three block placements. The survey included questions from the VHI10 and feedback on the weekly messaging used. ResultsSixty-five students opted in to the VLE voice care site. VHI10 scores ranged from 0-16 pre placement, 1-19 after placement one, 1-10 after placement two and 2-10 after placement three. Feedback of the weekly messaging was positive. ConclusionReturn rates were low and this may reflect the busy nature of the student teacher training experience. Student teachers may not become aware of voice problems until they arise. VHI10 scores were lower later in the academic year, and the general view from those who took part was that the weekly messaging system was a valuable reminder.",
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Cohen, W & Andrews, C 2019, 'Supporting student teachers – trying to prevent a problem before it arises' Paper presented at Cutting Edge Laryngology 2019, Edinburgh, United Kingdom, 25/09/19 - 27/09/19, .

Supporting student teachers – trying to prevent a problem before it arises. / Cohen, Wendy; Andrews, Carolyn.

2019. Paper presented at Cutting Edge Laryngology 2019, Edinburgh, United Kingdom.

Research output: Contribution to conferencePaper

TY - CONF

T1 - Supporting student teachers – trying to prevent a problem before it arises

AU - Cohen, Wendy

AU - Andrews, Carolyn

PY - 2019/9/27

Y1 - 2019/9/27

N2 - Introduction and AimsSeveral studies have shown there is some immediate benefit of preventative training for teachers and student teachers but a more research is needed as this benefit is not often sustained. We introduced voice hygiene at an early stage in student teacher training and followed this up with materials designed to stimulate self-management throughout participants’ teacher training programme. Our aim was to evaluate whether or not this approach was valuable. MethodsA cohort (n=900) of post-graduate student teachers attended a voice-care lecture. They were invited to access a voice care site through the university’s VLE platform. Weekly messages were sent to all registered students while they were on placement, consisting of key voice care strategies: voice rest, breath control, hydration, relaxation and managing stress. An online survey was taken at four time points: before starting placement and after completing each of three block placements. The survey included questions from the VHI10 and feedback on the weekly messaging used. ResultsSixty-five students opted in to the VLE voice care site. VHI10 scores ranged from 0-16 pre placement, 1-19 after placement one, 1-10 after placement two and 2-10 after placement three. Feedback of the weekly messaging was positive. ConclusionReturn rates were low and this may reflect the busy nature of the student teacher training experience. Student teachers may not become aware of voice problems until they arise. VHI10 scores were lower later in the academic year, and the general view from those who took part was that the weekly messaging system was a valuable reminder.

AB - Introduction and AimsSeveral studies have shown there is some immediate benefit of preventative training for teachers and student teachers but a more research is needed as this benefit is not often sustained. We introduced voice hygiene at an early stage in student teacher training and followed this up with materials designed to stimulate self-management throughout participants’ teacher training programme. Our aim was to evaluate whether or not this approach was valuable. MethodsA cohort (n=900) of post-graduate student teachers attended a voice-care lecture. They were invited to access a voice care site through the university’s VLE platform. Weekly messages were sent to all registered students while they were on placement, consisting of key voice care strategies: voice rest, breath control, hydration, relaxation and managing stress. An online survey was taken at four time points: before starting placement and after completing each of three block placements. The survey included questions from the VHI10 and feedback on the weekly messaging used. ResultsSixty-five students opted in to the VLE voice care site. VHI10 scores ranged from 0-16 pre placement, 1-19 after placement one, 1-10 after placement two and 2-10 after placement three. Feedback of the weekly messaging was positive. ConclusionReturn rates were low and this may reflect the busy nature of the student teacher training experience. Student teachers may not become aware of voice problems until they arise. VHI10 scores were lower later in the academic year, and the general view from those who took part was that the weekly messaging system was a valuable reminder.

KW - student teachers

KW - student teacher training

KW - voice hygine

KW - self management

M3 - Paper

ER -

Cohen W, Andrews C. Supporting student teachers – trying to prevent a problem before it arises. 2019. Paper presented at Cutting Edge Laryngology 2019, Edinburgh, United Kingdom.