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Voice Care from the Student Teachers' Perspective.
Iolanda Abreu Vasconcelos Alves1, Valquiria Coelho Pina Paulino2, Ana Lúcia Rezende Souza2
1Speech therapist, Municipal Health Department, Jataí City Hall, Jataí, GO, Brazil.
Summary
Many student teachers experience vocal symptoms and rarely receive voice care advice. Integrating voice training into teacher education is crucial for preventing occupational voice disorders in future educators.
Area of Science:
- Occupational health
- Speech and language pathology
- Education
Background:
- The teaching profession relies heavily on voice, making vocal health critical for educators.
- Student teachers require awareness and care for their voices during their training.
- Occupational voice disorders are a significant concern for teachers.
Purpose of the Study:
- To assess the prevalence of vocal symptoms in final-year teacher education students.
- To determine if these students received voice care advice during their academic programs.
Main Methods:
- A descriptive cross-sectional study was conducted with 70 final-year teacher education students in Brazil.
- Participants completed questionnaires on demographics and work characteristics.
- The Screening Index for Voice Disorder was used to identify self-reported vocal symptoms.
Main Results:
- Over 35% of students reported at least five vocal symptoms, including strained speech and dry throat.
- A significant majority (87.14%) received no formal voice care advice during their education.
- The limited advice provided was basic, such as staying hydrated.
Conclusions:
- Teacher education programs should incorporate voice training to ensure efficient voice production.
- Proactive voice care education can prevent occupational voice disorders in future teachers.
- Raising awareness of voice care importance and risk factors is essential.
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