Literaturnachweis - Detailanzeige
| Autor/inn/en | McLean, Emina J.; Snow, Pamela C.; Serry, Tanya A. |
|---|---|
| Titel | Dual-Qualified Teachers and Speech-Language Therapists Reflect on Preparation and Practice in School-Based Language and Literacy |
| Quelle | In: Child Language Teaching and Therapy, 37 (2021) 3, S.249-263 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (McLean, Emina J.) ORCID (Snow, Pamela C.) ORCID (Serry, Tanya A.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0265-6590 |
| DOI | 10.1177/0265659021995543 |
| Schlagwörter | Allied Health Personnel; Speech Language Pathology; Reading Difficulties; At Risk Students; Teacher Role; Certification; Barriers; Preservice Teacher Education; Literacy Education; Response to Intervention; Foreign Countries; Teacher Characteristics; Allied Health Occupations Education; Teacher Qualifications; Teacher Competencies; Employment Qualifications; Australia |
| Abstract | Internationally, professional bodies are increasingly recognizing a role for speech-language therapists (SLTs) in identifying and supporting students who struggle with literacy. Although some guidelines have been developed to support this work, little is understood about the overlapping, but distinctive knowledge bases claimed by SLTs and teachers with respect to reading instruction and provision of additional support to struggling readers. In this article, we report on a qualitative exploration of the experiences and perspectives of 25 professionals in Australia who are dually qualified as teachers and SLTs. The aim of this study was to understand the views from both professional perspectives about pre-service training and barriers and facilitators pertaining to literacy instruction and intervention. Paradigm differences in conceptualizing reading instruction and support, bi-directional knowledge of scope of practice, and employment barriers and enablers emerged as themes and are discussed with reference to implications for pre-service training and interprofessional practice in school settings. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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