Exploring Kindergarten Teachers' Perception of In-Class Modelling by School-Based Speech-Language Pathologists Through Four Implementation Outcomes

Engaging teachers in professional development programs can be challenging. Modelling could make it easier for teachers to enroll in such programs because observing someone else may be less threatening than being observed and coached. More information on teachers' perceptions of in -class modelling would be useful in school settings as this professional development modality could be relevant when speech-language pathologists support teachers to implement supportive language practices. This study reports the perceptions of 28 kindergarten teachers regarding a professional development program with modelling as its main modality, using interactive book reading to foster language skills. The modelling was delivered by school-based speech-language pathologists in real settings. At the end of the program, the teachers completed a questionnaire which was analyzed quantitatively and qualitatively. The results gave information about four implementation outcomes. Acceptability: The respondents reported a high level of satisfaction with different aspects of modelling. Appropriateness: Respondents perceived relevant impacts of the program on their practices and on the children, with modelling being determinant to assimilate the content. Adoption: Most respondents reported changes in their practices and planned to make more in the upcoming year. Feasibility: Respondents suggested improvements to time-related features (for example, the length of the sessions) and better access to the books used. This study highlights the need for further research on modelling as a professional development modality in projects aiming to foster language skills. Also, being sensitive to the context of their practice settings, school-based speech-language pathologists could consider in-class modelling as a valuable modality when supporting teachers.