Voice education in teacher training: an investigation into the knowledge about the voice and voice care in teacher‐training students

Abstract

The aim of the present study was to investigate knowledge about the voice and voice care in teacher-training students. A voice care questionnaire was administered to teacher-training students (N5184) and students of other professions (N5143). Discriminant analysis demonstrated that the teacher-training students' knowledge was significantly better. However, descriptive analysis indicated that both samples' scores were not satisfactory. The results suggested a need for preventive voice programs within the curriculum of the studies preparing students for the teaching professions so as to improve the learning process in schools, and increase (future) teachers' vocal endurance and ability in such a challenging profession.

Reported Voice Difficulties in Student Teachers: A Questionnaire Survey

“…It may be that they did not consider these features significant enough to classify as vocal difficulties, were unaware that these could be problematic, or were unsure as to what the term voice difficulties meant. As in Kovacic's (2005) study there appears to be variable awareness of voice among the students, with potentially insufficient awareness to be able to maintain their vocal health during school experience.…”

“…By contrast, there appeared to be a lack of awareness in some students with moderately high scores, as not all of them indicated that they had voice difficulties on school experience. This corresponds with Kovacic's (2005) finding of variable awareness among student teachers.…”

“…Other types of vocal misuse pertinent to the teaching profession are effortful voice production with lack of breath support and constant use of voice with little rest. Even though it has been suggested that student teachers are more knowledgeable about voice and voice care than other trainee professionals, their level of voice awareness is not up to the standard required for the rigours of the classroom (Kovacic, 2005).…”

“…The causes of voice disorder in teachers are generally multifactorial. It is associated with more than one of psychogenic, environmental, organic and functional causes (Kovacic, 2005). Psychogenic factors include how a person reacts and copes with stress and anxiety and the resulting physical manifestations of these, such as muscular tension.…”

The impact of the voice in relation to psychosomatic well-being after education in female student teachers

“…They are neither adequately aware of the potential risk that teaching may have on their voice, nor if their vocal capacities are sufficient for the demanding future profession [1][2][3]. The fact that student teachers enter a voice demanding profession is not obvious to them.…”