Advertisement

Voice Training in Teacher Education: The Effect of Adding an Individualized Microteaching Session of 30 Minutes to the Regular 6-Hour Voice Training Program

      Summary

      In a previous study, we investigated the effect of a twofold voice-training module in student teachers. In the present study, the original training module of 3 hours of indirect and 3 hours of direct group training was expanded with a 30-minute individual counseling session for each participant. The main focus was on the effects of this threefold training paradigm on the voice of the participants. The subjects were 81 students at the academic teaching program at the Vrije Universiteit Brussel. The trained group (n=51) received the entire voice-training program, whereas the control group (n=30) received no voice training at all. A multidimensional test battery consisting of subjective evaluation and objective measurements was applied to both the groups at the study onset and again 4 months later to assess training results. Other than an improvement in the parameter strain, no significant change was observed for the subjective judgments. Several of the objective parameters did however improve in the trained group only, most significantly in female subjects. The impact of the 30-minute individual counseling session was small and differed for males and females. However, the results support the effectiveness of this training module and favor its introduction in the education of student teachers.

      Key Words

      To read this article in full you will need to make a payment

      Purchase one-time access:

      Academic & Personal: 24 hour online accessCorporate R&D Professionals: 24 hour online access
      One-time access price info
      • For academic or personal research use, select 'Academic and Personal'
      • For corporate R&D use, select 'Corporate R&D Professionals'

      Subscribe:

      Subscribe to Journal of Voice
      Already a print subscriber? Claim online access
      Already an online subscriber? Sign in
      Institutional Access: Sign in to ScienceDirect

      References

        • Simberg S.
        • Sala E.
        • Vehmas K.
        • Laine A.
        Changes in the prevalence of vocal symptoms among teachers during a 12-year period.
        J Voice. 2005; 19: 95-102
        • Mattiske J.A.
        • Oates J.M.
        • Greenwood K.M.
        Vocal problems among teachers: a review of prevalence, causes, prevention, and treatment.
        J Voice. 1998; 12: 489-499
        • de Jong F.I.C.R.S.
        • Kooijman P.G.C.
        • Thomas G.
        • Huinck W.J.
        • Graamans K.
        • Schutte H.K.
        Epidemiology of voice problems in Dutch teachers.
        Folia Phoniatr Logop. 2006; 58: 186-198
        • Russel A.
        • Oates J.
        • Greenwood K.M.
        Prevalence of voice problems in teachers.
        J Voice. 1998; 12: 467-479
        • Smith E.
        • Lemke J.
        • Taylor M.
        • Krichner H.L.
        • Hoffman H.
        Frequency of voice problems among teachers and other occupations.
        J Voice. 1998; 12: 480-488
        • Thomas G.
        • Kooijman P.G.C.
        • Donders A.R.T.
        • Cremer C.W.R.J.
        • de Jong F.I.C.R.S.
        The voice handicap of student-teachers and risk factors perceived to have a negative influence on the voice.
        J Voice. 2007; 21: 325-336
        • Simberg S.
        • Sala E.
        • Rönnemaa A.M.
        A comparison of the prevalence of vocal symptoms among teacher students and other university students.
        J Voice. 2004; 18: 363-368
        • Duffy O.M.
        • Hazlett D.E.
        The impact of preventive voice care programs for training teachers: a longitudinal study.
        J Voice. 2004; 18: 63-70
        • Schneider B.
        • Bigenzahn W.
        Vocal risk factors for occupational voice disorders in female teaching students.
        Eur Arch Otorhinolaryngol. 2005; 262: 272-276
      1. Timmermans B, Coveliers Y, Meeus W, Vandenabeele F, Van Looy L, Wuyts F. The effect of a short voice training program in future teachers. J Voice. 2010.04.005. In press corrected proof. Available online 23 aug.2010.

        • Dejonckere P.H.
        • Bradley P.
        • Clemente P.
        • et al.
        A basic protocol for functional assessment of voice pathology, especially for investigating the efficacy of (phonosurgical) treatments and evaluating new assessment techniques.
        Eur Arch Otorhinolaryngol. 2001; 258: 77-82
        • Hirano M.
        Clinical Examination of Voice.
        Springer-Verlag, Wien1981
        • Wuyts F.L.
        • De Bodt M.S.
        • Molenberghs G.
        • et al.
        The dysphonia severity index: an objective measure of vocal quality based on a multiparameter approach.
        J Speech Lang Hear Res. 2000; 43: 796-809
      2. LingWaves (Version 2.5) [Computer software]. 2009. Germany: LingCom GmbH; Available at: www.wevosys.com

        • Wulf G.
        • Prinz W.
        Directing attention to movement effects enhances learning: a review.
        Psychon Bull Rev. 2001; 8: 648-660
        • Timmermans B.
        Klink Klaar. De eerste uitspraak- en intonatiegids. [Sound ready. The first guide for pronunciation and intonation].
        Davidsfonds, Leuven2005
        • Coblenzer H.
        • Muhar F.
        Atem und Stimme. Anleitung zum guten sprechten. [Breath and voice. Guide for good talking].
        Öbv&Hpt, Wien2002
        • Lessac A.
        The Use and Training of the Human Voice. A Bio-dynamic Approach to Vocal Life.
        Mayfield Publishing Company, Mountain View, CA, London-Toronto1997
        • Le Huche F.
        • Allali A.
        La voix-thérapeutique des troubles vocaux. [The voice-therapy for voice problems].
        Maffon, Paris1989