Field of work: voice

The "Voice Tutoring Model" project is aimed at students enrolled in the Master's programme in Special Education and Rehabilitation Sciences (M.A.). As part of the project, students acquire theoretical knowledge in the field of voice and voice disorders as well as in the planning of voice education and therapy measures. In the following semester, participants carry out preventive and therapeutic exercise sequences in the context of voice with other students. These are analysed and reflected upon together under guidance.

TEAM:  Jan Appel, Jana Pflughoft, Christiane Miosga

YEAR:  2019

PROMOTION: Leibniz School of Education

DURATION:  04/2018 - 2/2020

This project allows students to experience the systematic nature of practice, theory and reflection at university. The Hochschul-Ambulanz of the Institute for Special Education aims to develop skills and professionalise students in teacher training and academic speech therapy training as a teaching and learning clinic. In this way, the theoretical knowledge acquired during the course of study is translated into concrete practical questions and made accessible for further study.

This is the only way to acquire practical skills and gain concrete experience of theory, practice and reflection, as well as their systemic nature (Kracht 2010; Fröhlich-Gildhoff, Nentwig-Gesemann & Pietsch 2011; Welling 2012). Through critical examination of the experiences gained, a reflective attitude and, in the long term, a "reflective habitus" (Helsper 2001: 12; Wildt 2003) can be developed, which is understood as an essential component of professionalism (Rabe-Kleberg 2007).

In addition, 40-60% of all teachers cite voice problems as their main health impairment (Richter & Echternach, 2010). In view of this, preventive measures are necessary (Menzel & Beushausen, 2004). The results of practical work in this peer tutoring model can in turn be linked to research according to the principle of "evidence-based practice".

Project objectives 

The "Voice Tutoring Model" project has the following objectives and content: 

• Acquisition of theoretical and practical knowledge on the subject of voice and voice therapy
• Guidance and supervision of students in voice therapy
• Planning and implementation of voice training and voice therapy exercise sequences in small groups
• Reflection on one's own vocal parameters with regard to future professional activity
• Prevention of voice disorders in the teaching profession

The following topics will be covered in the theory course: 

• Anatomical and physiological basics of voice and speech formation
• Voice diagnostics, vocal analysis in educational contexts (nursery, school)
• Sample planning of voice training sequences and voice counselling
• Overview of common methods in voice therapy

In addition, voice therapy treatment methods are demonstrated and tested in practice. Each student conducts sessions with students from all teaching programmes. These are supervised and reflected upon together. Students who would like to participate in the "Voice Tutoring Model" project should refer to the current course catalogue for information on the relevant courses: 

• Bachelor's students (as test subjects): Module E.3/ or Key Competencies: "Is the voice right?"
• Master's students: Module SKT 4.2: "Methods for assessing voice and voice disorders; introduction to voice therapy treatment concepts" and Module SKT 6.6: "Theory and practice of voice training and therapy". 

A resonant and powerful voice is an important tool for teachers and therapists. In this seminar, the effect of one's own voice is analysed and tips and exercises for alternative breathing and vocal behaviour are carried out. The seminar is conducted in tutorials by master's students of speech therapy. In an introductory session, the basics of voice production are explained and the participants' voices are analysed. In several small group sessions, which can be arranged flexibly, individual exercises on the use of the voice in teaching and support are carried out. Some of the exercises take place in the outpatient clinic, where the observation room with its one-way mirror is used for observation.

You can use your own video clips from practical activities for analysis. The course is limited to 20 participants. Bachelor's students in special education can register via Stud.IP. 

For FüBA and Bachelor Tech. Ed (key competencies) or school practice, please send an email to: jana.pflughoft@ifs.uni-hannover.de

Students who would like to participate in the "Voice Tutoring Model" project should refer to the current course catalogue for information on the relevant courses:

• Bachelor's students (as test subjects): Module E.3/ or Key Competencies: "Is the voice right?"

The concept of "diversity in speech" advocates viewing the diversity of speech styles and registers among pupils and teachers as a resource and an opportunity. Compared to existing qualification approaches in initial, continuing and further education in the field of speech training, voice training and language support, which tend to aim for more norm-oriented ways of speaking (based on a physiological norm, on the performance or deficits of the pupils, on pedagogical habits, etc.), this approach aims for maximum reflexivity and variability in order to meet the needs of inclusive teaching. At the same time, this resource serves to prevent voice disorders.

Against this backdrop, the concept of "diversity in speech" is presented in lectures and training courses from a theoretical, empirical and practical perspective and discussed in terms of its significance for (inclusive) teacher training. In workshops, participants explore their own attitudes towards voice(s) in the classroom and try out ways of expanding their vocal range and habits in order to meet the requirements of inclusive teaching with vocal diversity. The concept is evaluated in the affiliated SpeechLab.

TEAM:  Christiane Miosga, Jana Pflughoft

YEAR:  2019

Diversity-conscious voice training in teacher education enables reflection on implicit and unconscious vocal-communicative multimodal patterns of behaviour in the context of inclusion and exclusion, which prevent/enable participation and initiate/inhibit learning processes. The teacher's unreflective vocal interaction in the classroom can unconsciously contribute to: 

• subtle rejection and isolation of individual pupils
• unreflective adoption of vocal patterns and exemplified institutional pedagogical practice unintentional transfer of physical and psychological tension to pupils
• prevention of learning opportunities. 

This project therefore allows participants to experience the systemic nature of practice, theory and reflection. As a teaching and learning clinic, the Hochschul-Ambulanz of the Institute for Special Education aims to develop the skills and professionalism of students in teacher training and in the training of academic speech therapists. In this way, the theoretical knowledge acquired during the course of study is translated into concrete practical questions and made accessible for processing. Only in this way can practical skills be acquired and theory, practice and reflection, as well as their systemic nature, be experienced in concrete terms (Kracht 2010; Fröhlich-Gildhoff, Nentwig-Gesemann & Pietsch 2011; Welling 2012). Through critical examination of the experiences gained, a reflective attitude and, in the long term, a "reflective habitus" (Helsper 2001: 12; Wildt 2003) can be developed, which is understood as an essential component of professionalism (Rabe-Kleberg 2007).

Project objectives 

The "Diversity in speech" project has the following objectives and content: 

• Acquisition of knowledge about the physiological and communicative function of speech production
• Analytical skills: description and interpretation of speech styles
• Reflexive speech skills: raising awareness of the production, reproduction and perception of speech styles
• Expanding vocal possibilities, maximising variability
• Understanding the diversity of speech as an opportunity and striving to actively strengthen the communicative resources of all pupils/clients in inclusive settings.

Each winter semester, a two-part course (modules E2+E3) on professional communication in teaching and therapy is offered. 

The aim of this two-part course (E2+E3) is to address the communicative challenges of the future profession, to raise awareness of one's own speech patterns and those of others, and to develop communication strategies for the successful design of teaching and learning processes.

The theory course (E2) deals with the theoretical examination of personal speech patterns and habitual styles of speech in (special) educational communication contexts such as teaching, counselling, support and therapy. The main topics are: basics of economical voice use, functions of speech formation in interpersonal communication, qualitative analyses of the linguistic and vocal behaviour patterns of teachers/therapists and pupils/clients, and consequences for one's own teaching/therapeutic practice.

As part of the practical course (E3), reflexivity in professional vocal and speech design and its pedagogical use in inclusive teaching and therapy will be developed and tested. This involves both shaping and/or possibly changing one's own way of speaking and manner of expression, as well as teaching conscious methods for leading speech formation in lessons with pupils with special educational needs, who often lack structure in their linguistic self-expression. As working on one's own speech formation will be an integral part of the seminar, the number of participants is limited.

Regular training courses are offered for teachers on the prevention of voice disorders and voice-sensitive teaching.

Miosga, C. (2006): Habitus der Prosodie - Die Bedeutung der Rekonstruktion von personalen Sprechstilen in pädagogischen Handlungsfeldern. Frankfurt am Main u.a.: Peter Lang.

Miosga, C. (2011): Sprecherisch-stimmliche Reflexivität, Gestaltungsfähigkeit und Belastbarkeit - ein Beitrag zur Professionalisierung der Lehrerbildung? In: journal für lehrerinnen- und lehrerbildung, In: Heft 03/2011

Miosga, C. (2014): „Diversity in speech“: LehrerInnenstimme(n) in der inklusiven Schule“. In: Sallat, S./ Spreer, M./ Glück, C.W. (Hrsg.): Sprache professionell fördern: kompetent-vernetzt-innovativ.  Idstein: Schulz-Kirchner-Verlag, 228-237