Teachers’ descriptions of classroom communication after an SLP-led in-service training

Abstract

Purpose

The aim of this study is to explore teachers’ experience and understanding of classroom communication after participating in a speech-language pathologist (SLP) led in-service training on classroom communication.

Method

This qualitative study used a focus group approach to explore how teachers describe their classroom communication. Twenty primary-school teachers participated. Thematic analysis was used to analyze the teachers’ responses about their classroom communication practices 6 months after in-service training.

Results

Three core themes on teachers’ understanding of their communication in the classroom were identified in the analysis: (1) awareness of voice use; (2) the use of body communication; (3) setting the stage for learning. The teachers gave many examples of voice use reflecting an increased awareness of audibility and vocal health. They reported on moving around more and using more body communication to enhance their message. Further, they expressed an increased awareness about how body posture affects voice and communication. The third theme reflects how the teachers “sets the stage for learning” i.e. how they use the prerequisites in the physical environment for successful classroom communication, including the classroom’s sound environment as well as seating and furniture.

Conclusions

The findings in this study indicate that teachers increased their awareness, implemented new practices in their classroom communication and reflected on prerequisites for classroom communication as a result of the in-service training. Teachers’ classroom communication developed when provided practical training and strategies to increase their awareness on communication. We conclude that this type of SLP-led training can be recommended as in-service training.

Keywords:

• Classroom communication
• teachers
• qualitative study
• follow-up
• CPD

Acknowledgements

The authors express their gratitude to the teachers who generously shared their experiences.

Disclosure statement

Viveka Lyberg Åhlander is Deputy Editor-in-Chief of LPV.

Additional information

Funding

This

research was funded by Marcus and Amalia Wallenberg Foundation under Grant 2015.0087.

Notes on contributors

Suvi Karjalainen

Suvi Karjalainen recently received her PhD at the Department of Clinical Sciences, Logopedics, Phoniatrics and Audiology, Lund University. Her PhD project focused on the effects of a teacher intervention program on classroom communication. She is a lecturer at Umeå School of Education, Umeå University and also does clinical work as a reg. Speech Pathologist.

Viveka Lyberg Åhlander

Viveka Lyberg Åhlander is a reg. Speech Pathologist and Professor in Speech Pathology at Åbo Akademi University, Finland. Her research-focus is voice, communication, interaction in the room and how these aspects affect the speaker’s and listeners’ perception, understanding and well-being.

Birgitta Sahlén

Birgitta Sahlén is Professor in Speech Pathology at the Department of Clinical Sciences, Logopedics, Phoniatrics and Audiology, Lund University, Sweden. Her main line of research has been on cognition and communication in children with developmental language disorder and in children with hearing loss. During the last years some of her research projects have also focused on effects of teacher training on class-room communication.

Anna Houmann

Anna Houmann is a senior lecturer in Music Education with Educational Sciences as profile at Malmö Academy of Music, Lund University. Her practice based research focus on micro moments in teaching and learning, the role uncertainty and creative risk-taking plays in creative expression and creative teaching and learning.