Recherche interventionnelle sur les troubles vocaux chez les enseignants : vers une prévention collective ?

Voice programs are pertinent and teachers are highly satisfied after participation. The intervention allows the acquisition of theoretical knowledge and practical skills. Results significantly vary according to the age of teachers: younger teachers are less satisfied and claim to learn less. The principles of vocal hygiene and voice preservation should be given in a long-term perspective. The lack of information and a poor knowledge on the vocal demands of the profession could explain the differences observed.