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Developing student teachers' understanding of stuttering through exposure to video recordings of people who stutter

  • Author(s) / Creator(s)
  • Background/Purpose: Teachers’ understanding of stuttering can powerfully influence the educational experience of children who stutter. The purpose of this mixed methods study was to investigate changes in student teachers’ understanding of the impact of stuttering on the lives of PWS before and after viewing video-recordings of people who stutter (PWS). Methods: Quantitative data in the form of a rating scale and qualitative data from semi-structured interviews and reflective journaling were obtained from six pre-service student teachers. Qualitative data were then analyzed to determine themes related to gaining knowledge about stuttering and its impact on stutterers’ lives. Results: We found that the video-viewing experiences led to an increase in self-ratings of knowledge of stuttering from before to after watching all of the video-recordings of PWS. In addition, common themes that emerged from participants’ reflections related to an increased understanding of: 1) the nature of stuttering; 2) the impact of stuttering; 3) stuttering intervention; 4) the heterogeneity of PWS; and 5) the implications for future careers in teaching. Conclusions: Watching pre- and post-treatment videos of PWS who are talking about their experiences of stuttering can result in a deeper understanding of the impact of stuttering on various aspects of life, and positive and accurate learnings about the nature of stuttering in student teachers; however, findings also suggest that learning guides are needed to deal with the few learned misconceptions that were revealed, particularly misconceptions about the cause of stuttering.

  • Date created
    2015-06-07
  • Subjects / Keywords
  • Type of Item
    Report
  • DOI
    https://doi.org/10.7939/R3GM8230M
  • License
    Attribution-NonCommercial-NoDerivatives 4.0 International