Pre-service teachers’ perceptions and knowledge about students who stutter

WCU Author/Contributor (non-WCU co-authors, if there are any, appear on document)
Linda Hopson (Creator)
Western Carolina University (WCU )
Web Site:
Thales De Nardo

Abstract: The purpose of this study was to investigate if adding a “personal stories” based component to a knowledge-based teacher training leads to improved pre-service teacher’s attitudes about stuttering and knowledge about stuttering. The participants consisted of 18 pre-service teachers. The Teachers Attitudes Towards Stuttering survey (TATS) and the Alabama Stuttering Knowledge (ASK) survey were the two tools used to measure the outcomes before and after a pre-service teacher training on stuttering and students who stutter (SWS). Pre-service teachers’ knowledge about stuttering was measured using the ASK and their perceptions about stuttering were measured using the TATS. Analysis of the study’s results suggested that adding a “personal stories” component to a knowledge-based training did not significantly improve teachers’ perceptions and their knowledge about stuttering and SWS compared to knowledge-based only training. However, it was found that the use of a short video presentation training improved pre-service teacher’s perceptions of students who stutter.

Additional Information

Language: English
Date: 2023
Student teachers
Teachers—Training of
Speech disorders

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