Talking it through: using specialist coaching to enhance teachers’ knowledge from speech and language sciences

Teachers’ knowledge for effective pedagogies can be enhanced by drawing on a range of specific expertise held by those working in other disciplines or professions. In this article, we explore this potential through a focus on enhancing research-informed communication rich pedagogies in primary and early years’ settings. The specific example is that of speech and language therapists using video-based coaching with teachers. Our research provides case study evidence and demonstrates that this professional development approach brings speech and language therapy research and expertise into the practice domain of teachers. This is a dynamic, reciprocal and co-constructive relationship between the participants. The focus on this paper is on how it can enable teachers to extend their understanding and develop a more nuanced understanding of specialist evidence of speech, language and communication for, and in, practice.

https://impact.chartered.college/article/lofthouse...