Hostname: page-component-78c5997874-8bhkd Total loading time: 0 Render date: 2024-11-19T16:25:15.478Z Has data issue: false hasContentIssue false
  • English
  • Français

Collaborative counselling: influence on the teaching professionals’ conceptions as promoters of children’s communication and language

Published online by Cambridge University Press:  30 March 2020

Fàtima Vega ,
Marta Gràcia  and
Carles Riba
Fàtima Vega*
Affiliation:
Department of Cognition, Development and Educational Psychology, University of Barcelona, Barcelona, Spain CLOD Group: Communication, Oral Language and Diversity, University of Barcelona, Barcelona, Spain
Marta Gràcia
Affiliation:
Department of Cognition, Development and Educational Psychology, University of Barcelona, Barcelona, Spain CLOD Group: Communication, Oral Language and Diversity, University of Barcelona, Barcelona, Spain
Carles Riba
Affiliation:
Department of Social Psychology and Quantitative Psychology, University of Barcelona, Barcelona, Spain CLOD Group: Communication, Oral Language and Diversity, University of Barcelona, Barcelona, Spain
*
*Corresponding author. Email: [email protected]
Get access

Abstract

This article presents the results of an action-research project. The project consisted of a reflection process involving a year-long collaboration between a teacher, a teaching assistant and a speech therapist in a special education school, together with two researchers acting as counsellors. The reflection process sought to promote changes in the participants’ approaches to working on communication and language in the classroom. This article sets out to identify and describe the processes of change in the three teaching professionals’ conceptions of communication and language teaching and learning, and about their teaching role. The collaborative counselling lasted 32 weeks and consisted of a total of nine group counselling (GC) sessions. All of the nine GC sessions were transcribed in order to analyse the changes in the teaching professionals’ discourse. The ATLAS.ti 7.0 program was then used to select speech quotations and to group them into thematic clusters based on content analysis. The results indicate that the teaching professionals’ conceptions subtly changed during the collaborative counselling process; specifically, their conceptions about how to develop communication and language, classroom interaction, the educator’s role, organisation of context and curriculum planning.

Keywords

special education teaching professionalsgroup counsellingcommunication and language teaching and learningconceptions and beliefscontent analysis
Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 30 , Issue 2 , December 2020 , pp. 227 - 245
Check for updates
Copyright
© The Author(s) 2020. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bogdan, R., & Biklen, S. (1998). Qualitative research in education. Boston, MA: Allyn & Bacon.Google Scholar
Bogler, R., & Somech, A. (2004). Influence of teacher empowerment on teachers’ organisational commitment, professional commitment and organisational citizenship behavior in schools. Teaching and Teacher Education, 20, 277–289.CrossRefGoogle Scholar
Brady, K., & Woolfson, L. (2008). What teacher factors influence their attributions for children’s difficulties in learning? British Journal of Educational Psychology, 78, 527–544.CrossRefGoogle Scholar
Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71, 195–207.CrossRefGoogle Scholar
Bronfenbrenner, U. (1987). Family support: The quiet revolution. In Dans, S., Kagan, L., Powell, D., Weissbourd, B., & Zigler, E. (Eds.), America’s Family Support Programs (pp. 11–17). New Haven, CT: Yale University Press.Google Scholar
Bruner, J. (1986). El habla del niño: aprendiendo a usar el lenguaje. Barcelona, Spain: Paidós.Google Scholar
Cabell, S., Justice, L., Piasta, S.B., Curenton, S.M., Wiggins, A., Turnbull, K.P., & Petscher, Y. (2011). The impact of teacher responsivity education on preschoolers’ language and literacy skills. American Journal of Speech-Language Pathology, 20, 315–330.CrossRefGoogle ScholarPubMed
Carr, D. (2007). Character in teaching. British Journal of Educational Studies, 55, 369–389.CrossRefGoogle Scholar
Casey, A.M., & McWilliam, R.A. (2011). The characteristics and effectiveness of feedback interventions applied in early childhood settings. Topics in Early Childhood Special Education, 31, 68–77.CrossRefGoogle Scholar
Cash, A.H., Cabell, S.Q., Hamre, B.K., DeCoster, J., & Pianta, R.C. (2015). Relating prekindergarten teacher beliefs and knowledge to children’s language and literacy development. Teaching and Teacher Education, 48, 97–105.CrossRefGoogle Scholar
Clarà, M. (2014). Understanding teacher knowledge from a cultural psychology approach. Teaching and Teacher Education, 43, 110–119.CrossRefGoogle Scholar
Coll, C., & Martín, E. (2006). Vigencia del debate curricular: aprendizajes básicos, competencias y estándares [Validity of the curriculum debate: Learning, competencies and standards]. Mexico City, Mexico: Secretary of Public Education.Google Scholar
Conti-Ramsden, G., Hutcheson, G.D., & Grove, J. (1995). Contingency and breakdown: children with SLI and their conversations with mothers and fathers. Journal of Speech, Language, and Hearing Research, 38, 1290–1302.CrossRefGoogle ScholarPubMed
Delval, J. (2002). Entrevista a Juan Delval [Interview of Juan Delval]. Investigación en la Escuela, 43, 71–80.Google Scholar
DeVeney, S.L., Hagaman, J.L., & Bjornsen, A.L. (2017). Parent-implemented versus clinician-directed interventions for late-talking toddlers: A systematic review of the literature. Communication Disorders Quarterly, 39, 293–302.CrossRefGoogle Scholar
Fennick, E., & Liddy, D. (2001). Responsibilities and preparation for collaborative teaching: Co-teachers’ perspectives. Teacher Education and Special Education, 24, 229–240.CrossRefGoogle Scholar
File, N. (1994). Children’s play, teacher–child interactions, and teacher beliefs in integrated early childhood programs. Early Childhood Research Quarterly, 9, 223–240.CrossRefGoogle Scholar
Flowers, H., Girolametto, L., Weitzman, E., & Greenberg, J. (2007). Promoting early literacy skills: Effects of in-service education for early childhood educators. Canadian Journal of Speech-Language Pathology and Audiology, 31, 6–17.Google Scholar
Gallagher, A., Tancredi, H., & Graham, L.J. (2018) Advancing the human rights of children with communication needs in school. International Journal of Speech-Language Pathology, 20, 128–132.CrossRefGoogle ScholarPubMed
Girolametto, L., Weitzman, E., Lefebvre, P., & Greenberg, J. (2007). The effects of in-service education to promote emergent literacy in child care centres: a feasibility study. Language, Speech, and Hearing Services in Schools, 38, 72–83.CrossRefGoogle Scholar
Gràcia, M., Ausejo, R., & Porras, M. (2010). Intervención temprana en comunicación y lenguaje: Colaboración con las educadoras y familias de dos niños [Early intervention in communication and language: Collaboration with educators and families of two children]. Revista de Logopedia, Foniatría y Audiología, 30, 186–195.CrossRefGoogle Scholar
Gràcia, M., Benítez, P., Vega, F., & Domeniconi, C. (2015). Escala de valoración de la enseñanza del lenguaje oral en contexto escolar: adaptación para su uso en educación especial [Assessment scale of oral language teaching in school context: Adaptation for use in special education]. Revista de Logopedia, Foniatría y Audiología, 35, 84–94.CrossRefGoogle Scholar
Gràcia, M., Galván-Bovaira, M.J., Sánchez-Cano, M., Vega, F., Vilaseca, R., & Rivero, M. (2015). Valoración de la enseñanza de la lengua oral. Escala EVALOE [Assessment of oral language teaching. EVALOE scale]. Barcelona, Spain: Graó.Google Scholar
Gràcia, M., Galván-Bovaira, M.J., Vilaseca, R., Rivero, M., & Sánchez-Cano, M. (2012). El cambio conceptual de dos maestras en relación con la enseñanza y el aprendizaje de la lengua oral a través de un asesoramiento: un estudio de casos [The conceptual change of two teachers in relation to teaching and learning oral language through a counselling: A case study]. Revista de Logopedia, Foniatría y Audiología, 32, 179–189.CrossRefGoogle Scholar
Gràcia, M., & Segués, T. (2009). Psicología de la educación y de la instrucción [Educational and instructional psychology]. Barcelona, Spain: Fundació Universitat Oberta de Catalunya.Google Scholar
Gràcia, M., Vega, F., & Galván-Bovaira, M.J. (2015). Developing and testing EVALOE: A tool for assessing spoken language teaching and learning in the classroom. Child Language Teaching and Therapy, 31, 287–304.CrossRefGoogle Scholar
Gutiérrez, A.I., & Rosas, M.Y. (2008). El lugar de la oralidad en la escuela: exploraciones iniciales sobre las concepciones de los docentes [The place of orality in schools: Initial explorations about teachers’ conceptions]. Infancias Imágenes, 7, 24–29.Google Scholar
Hamre, B., Pianta, R.C., Burchinal, M., Field, S., LoCasale-Crouch, J., Downer, J.T., & Scott-Little, C. (2012). A course on effective teacher–child interactions: Effects on teacher beliefs, knowledge, and observed practice. American Educational Research Journal, 49, 88–123.CrossRefGoogle Scholar
Hollenbeck, A. (2013). Beyond talking about books: Implications of the reading comprehension instruction and pedagogical beliefs of a special educator perceived as effective. Learning Disability Quarterly, 36, 112–125.CrossRefGoogle Scholar
Hopf, S. (2018). Communication capacity research in the majority world: Supporting the human right to communication specialist services. International Journal of Speech-Language Pathology, 20, 84–88.CrossRefGoogle ScholarPubMed
Hudry, K., Leadbitter, K., Temple, K., Slonims, V., McConachie, H., Aldred, C., … Pact Consortium. (2010). Preschoolers with autism show greater impairment in receptive compared with expressive language abilities. International Journal of Language & Communication Disorders, 45, 681–690.CrossRefGoogle ScholarPubMed
Karmiloff-Smith, B.A. (1994). Beyond modularity: A developmental perspective on cognitive science. European Journal of Disorders of Communication, 29, 95–105.CrossRefGoogle Scholar
Kaye, K. (1982). The mental and social life of babies: How parents create persons. Brighton, UK: Harvester.Google Scholar
Keiny, S., & Dreyfus, A. (1989). Teachers’ self-reflection as a prerequisite to their professional development. Journal of Education for Teaching, 15, 53–63.CrossRefGoogle Scholar
Klein, J. (2016). Teacher empowerment, horizontal and vertical organisational learning, and positional mobility in schools. European Journal of Teacher Education, 39, 238–252.CrossRefGoogle Scholar
Krippendorff, K. (2012). Content analysis: An introduction to its methodology (3rd ed.). Thousand Oaks, CA: Sage.Google Scholar
Kumin, L. (2008). Helping children with Down syndrome communicate better. Speech and language skills for ages 6–14. Bethesda, MD: Woodbine House.Google Scholar
Larraz, C. (2006). Comunicación Aumentativa [Augmentative Communication]. Minusval, Dossier de comunicación aumentativa y alternativa, 160, 17–19.Google Scholar
Leko, M.M., Kulkarni, S., Lin, M.C., & Smith, S.A. (2014). Delving deeper into the construct of preservice teacher beliefs about reading instruction for students with disabilities. Teacher Education and Special Education, 38, 186–206.CrossRefGoogle Scholar
Luna, M., & Martín, E. (2007). La importancia de las concepciones en el asesoramiento psicopedagógico [The importance of conceptions in psychopedagogical counselling]. Profesorado. Revista de currículum y formación del profesorado, 12, 1–12.Google Scholar
Luque, A., Hernández, C.M., Fernández, M., & Carrión, J.J. (2019). Itinerant hearing and language professors: collaborative work, pending challenge for a new profile. Revista Educación, 43, 170–182.Google Scholar
Manolson, A., Ward, B., & Dodington, N. (1995). You make the difference in helping your child learn. Toronto, Canada: The Hanen Centre.Google Scholar
Markauskaite, L., & Goodyear, P. (2014). Tapping into the mental resources of teachers’ working knowledge: Insights into the generative power of intuitive pedagogy. Learning, Culture and Social Interaction, 3, 237–251.CrossRefGoogle Scholar
Marsh, B., & Mitchell, N. (2014). The role of video in teacher professional development. Teacher Development, 18, 403–417.CrossRefGoogle Scholar
Martín, E., & Solé, I. (2011) Orientación educativa: Modelos y estrategias de intervención [Educational guidance: Models and intervention strategies]. Barcelona, Spain: Graó.Google Scholar
McDonald, D., Proctor, P., Gill, W., Heaven, S., Marr, J., & Young, J. (2015). Increasing early childhood educators’ use of communication-facilitating and language-modelling strategies: Brief speech and language therapy training. Child Language Teaching and Therapy, 31, 305–322.CrossRefGoogle Scholar
McEwin, A., & Santow, E. (2018). The importance of the human right to communication, International Journal of Speech-Language Pathology, 20, 1–2.CrossRefGoogle ScholarPubMed
McMillan, J.H., & Schumacher, S. (2014). Research in education: Evidence-based inquiry. New York: Pearson Higher Education.Google Scholar
Muhr, T. (2013). ATLAS.ti (Version 7.0) [Computer software]. Berlin, Germany: Scientific Software Development.Google Scholar
Muntaner, J. (2019). Consideraciones para la intervención de los apoyos de la comunicación y el lenguaje en la escuela inclusiva [Considerations for the intervention on communication and language supports in the inclusive school]. Revista de Logopedia, Foniatría y Audiología, 39, 41–48.CrossRefGoogle Scholar
Murphy, D., Lyons, R., Carroll, C., Caulfield, M., & De Paor, G. (2018). Communication as a human right: Citizenship, politics and the role of the speech-language pathologist. International Journal of Speech-Language Pathology, 20, 16–20.Google ScholarPubMed
O’Brien, M., & Bi, X. (1995). Language learning in context teacher and toddler speech in three classroom play areas. Topics in Early Childhood Special Education, 15, 148–163.CrossRefGoogle Scholar
Pellegrino, M., & Scopesi, A. (1990) Structure and function of baby talk in a day-care centre. Journal of Child Language, 17, 101–114.CrossRefGoogle Scholar
Piasta, S.B., Justice, L., Cabell, S.Q., Wiggins, A.K., Turnbull, K.P., & Curenton, S.M. (2012). Impact of professional development on preschool teachers’ conversational responsivity and children’s linguistic productivity and complexity. Early Childhood Research Quarterly, 27, 387–400.CrossRefGoogle Scholar
Porlán, R., Rivero, A., & Martín del Pozo, R. (1997). Conocimiento profesional y epistemología de los profesores I: Teoría, métodos e instrumentos [Professional knowledge and epistemology of teachers I: Theory, methods and instruments]. Enseñanza de las Ciencias, 15, 155–171.Google Scholar
Pozo, J.I., Scheuer, N., Pérez, M.P., Mateos, M., Martín, E., & De la Cruz, M. (2006). Nuevas formas de pensar la enseñanza y el aprendizaje. Las concepciones de profesores y alumnos [New ways of thinking about teaching and learning. Teachers and students’ conceptions]. Barcelona, Spain: Graó.Google Scholar
Ruppar, A.L., Gaffney, J.S., & Dymond, S.K. (2015). Influences on teachers’ decisions about literacy for secondary students with severe disabilities. Exceptional Children, 81, 209–226.CrossRefGoogle Scholar
Sakız, H., & Sarıçalı, M. (2019). Paradigmatic Challenges in School Counselling: Correlates and Reflections on Practice. Journal of Psychologists and Counsellors in Schools, 29, 69–81.CrossRefGoogle Scholar
Sandvik, J.M., van Daal, V., & Adèr, H.J. (2014). Emergent literacy: Preschool teachers’ beliefs and practices. Journal of Early Childhood Literacy, 14, 28–52.CrossRefGoogle Scholar
Scarinci, N., Rose, T., Pee, J., & Webb, K. (2015). Impacts of an in-service education program on promoting language development in young children: A pilot study with early childhood educators. Child Language Teaching and Therapy, 31, 37–51.CrossRefGoogle Scholar
Schachter, R.E., Spear, C.F., Piasta, S.B., Justice, L.M., & Logan, J.A. (2016). Early childhood educators’ knowledge, beliefs, education, experiences, and children’s language and literacy learning opportunities: What is the connection? Early Childhood Research Quarterly, 36, 281–294.CrossRefGoogle Scholar
Schön, D. (1992). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass.Google Scholar
Ukrainetz, T.A., & Fresquez, E.F. (2003). What isn’t language? A qualitative study of the role of the school speech-language pathologist. Language, Speech, and Hearing Services in Schools, 34, 284–298.CrossRefGoogle Scholar
Urbach, J., Moore, B.A., Klingner, J.K., Galman, S., Haager, D., Brownell, M.T., & Dingle, M. (2015). ‘That’s my job’: Comparing the beliefs of more and less accomplished special educators related to their roles and responsibilities. Teacher Education and Special Education, 38, 323–336.CrossRefGoogle Scholar
Vega, F. (2018). Asesoramiento a docentes de escuela especial para mejorar su práctica en relación con el desarrollo de la comunicación y el lenguaje de sus alumnos. [Counseling to special school teachers to improve their practice in relation to the students' communication and language development]. Published doctoral dissertation. Barcelona: Universidad de Barcelona. Available in: https://www.tdx.cat/handle/10803/667015#page=364.Google Scholar
Vega, F., & Gràcia, M. (2016). Asesoramiento a docentes en el uso de un sistema aumentativo y alternativo de comunicación [Coach to teachers in the use of an augmentative and alternative communication system]. Revista de Investigación en Logopedia, 6, 169–202.Google Scholar
Weitzman, E., Girolametto, L., & Greenberg, J. (2006). Adult responsiveness as a critical intervention mechanism for emergent literacy: Strategies for preschool educators. In Justice, L.M. (Ed.), Clinical approaches to emergent literacy intervention. A volume in the emergent and early literacy series (pp. 127–178). San Diego, CA: Plural Publishing.Google Scholar
Weitzman, E., & Greenberg, J. (2002). Learning language and loving it: A guide to promoting children’s social, language, and literacy development in early childhood settings. Toronto, Canada: The Hanen Centre.Google Scholar
Yin, R. (2006). Case study methods. In Green, J.L., Camilli, G., & Elmore, P.B. (Eds.), Handbook of Complementary Methods in Education Research (pp. 111–122). Mahwah: Erlbaum.Google Scholar
Yu, K. (2011). Exploring the nature of the researcher–practitioner relationship in qualitative educational research publications. International Journal of Qualitative Studies in Education, 24, 785–804.CrossRefGoogle Scholar