Bowers Lisa, Young Heather D, Glade Rachel
Communication Sciences and Disorders, University of Arkansas, Fayetteville.
Department of Curriculum and Instruction, University of Arkansas, Fayetteville.
Lang Speech Hear Serv Sch. 2022 Oct 6;53(4):1129-1148. doi: 10.1044/2022_LSHSS-21-00176. Epub 2022 Oct 4.
The purpose of this research was to explore the preparation of practitioners from two disciplines-speech-language pathology and elementary education-who often work together in a school setting to identify ways to best support future professionals in their educational practicum settings. The primary research questions guiding this investigation were as follows: Did the student teaching and supervision experiences of preservice K-6 teachers (PSTs) and their mentors and speech-language pathology graduate student clinicians and their supervisors differ during the COVID-19 pandemic, and if so, in what ways?
A total of 54 participants from one university participated in this study from four groups: 15 graduate student clinicians in a speech-language pathology program, 14 speech-language pathology supervisors, 14 PSTs, and 11 teacher mentors. Survey questions were designed to capture the perceptions of students and supervisors in the fields of speech-language pathology and elementary education who were in the school setting during the fall 2020 semester. Quantitative and qualitative questions were included to obtain information related to the following areas: planning, environment, supervision preferences, team experiences, professional development, and telepractice.
Speech-language pathologists and teacher mentors reported being able to successfully mentor and supervise students in the school setting despite significant challenges presented by the global pandemic. Findings also identified several significant differences in the experiences of PSTs and speech-language pathology graduate student clinicians who were in the schools for field experiences.
Overall, speech-language pathology graduate student clinicians and their supervisors as well as PSTs and their teacher mentors reported adequately navigating their field experiences during the COVID-19 pandemic. Implications for how these findings can inform professional preparation programs to optimize future educational and therapy outcomes for students are discussed.
本研究的目的是探讨言语语言病理学和基础教育这两个学科的从业者的培养情况，这两个学科的从业者经常在学校环境中合作，以确定在教育实习环境中为未来专业人员提供最佳支持的方法。指导本调查的主要研究问题如下：在新冠疫情期间，学前教育至六年级职前教师（PSTs）及其导师以及言语语言病理学研究生临床医生及其 supervisors 的实习教学和监督经历是否存在差异？如果存在差异，具体表现在哪些方面？
来自一所大学的总共54名参与者从四个组参与了本研究：15名言语语言病理学专业的研究生临床医生、14名言语语言病理学 supervisors、14名PSTs和11名教师导师。调查问题旨在了解2020年秋季学期在学校环境中的言语语言病理学和基础教育领域的学生和 supervisors 的看法。纳入了定量和定性问题，以获取与以下领域相关的信息：规划、环境、监督偏好、团队经历、专业发展和远程实践。
言语语言病理学家和教师导师报告称，尽管全球疫情带来了重大挑战，但他们仍能够在学校环境中成功指导和监督学生。研究结果还发现，在学校进行实地实习的PSTs和言语语言病理学研究生临床医生的经历存在一些显著差异。
总体而言，言语语言病理学研究生临床医生及其 supervisors 以及PSTs及其教师导师报告称，在新冠疫情期间能够充分应对其实习经历。讨论了这些研究结果如何为专业培养计划提供信息，以优化学生未来的教育和治疗成果。
