Methodology for the professional development of speech-language teachers in creating audiovisual teaching resources for speech therapy sessions

Abstract

Introduction: This research addresses the shortcomings in the professional development of speech-language pathologists that limit their innovative use of audiovisual technology in speech-language therapy classes for students with language and communication disorders. This occurs within the context of the digital transformation of Cuban education, given the lack of technical and methodological guidance for creating personalized audiovisual teaching resources. Materials and methods: A mixed-methods approach was used, employing empirical methods (observation of speech-language pathology classes, a survey of 89 speech-language pathologists, and interviews with school administrators), theoretical methods (analysis-synthesis, systemic-structural-functional), and statistical-mathematical methods. The probabilistic sample of 89 speech-language pathologists (78.07% of the population of 114) from the municipality of Santiago de Cuba was selected using simple random sampling. These therapists worked in preschools, primary schools, and special education schools during the 2021-2025 school years. Results: A professional development methodology was developed, structured around a theoretical-cognitive and technical-instrumental framework, with five phases (diagnostic analysis, design, development, implementation, and evaluation), based on the TPACK and ADDIE models and the STEM approach. Discussion: The findings align with previous research highlighting the pedagogical potential of audiovisual language in speech therapy, and with the foundations of the TPACK model, which integrates technological, pedagogical, and content knowledge. The proposed methodology surpasses previous approaches by linking professional development with the effective creation of personalized audiovisual resources for comprehensive speech therapy. Conclusions: The methodology provides an effective way to organize, direct, and guide the professional development of speech therapists toward the creation of audiovisual teaching resources, strengthening professional competencies and addressing diversity. Expert and user feedback confirms its sound theoretical and methodological structure and its feasibility for transforming speech therapy practice within the context of contemporary digital education.