In‐service teacher education in classroom communication

Abstract

This article summarizes findings from a national survey undertaken to determine the extent and nature of graduate courses in classroom communication theory and skills currently available to practicing elementary and secondary teachers. “Classroom Communication” was broadly defined as “the verbal and nonverbal interaction between teacher and students, and between or among students.” The findings indicate that such courses are relatively new, economically feasible, and growing despite current retrenchments in education. The majority of reported courses are being taught by education faculty with little or no formal background in speech communication.