Gender Effects in Classroom Interaction: Data Collection, Self-Analysis and Reflection

Abstract

The research reported in this study had two dimensions. One was that of an action research project among student teachers on a post-graduate professional programme, with the emphasis on teacher self-analysis and reflection. The second dimension was composed of a quantitative, statistical analysis of aggregate patterns of classroom interactions with male and female pupils in the classrooms taught by these teachers in Irish second level coeducational schools. Boys received a higher percentage of interactions with their teachers, and girls a lower percentage, than would have been expected from their proportionate distributions in the classses. The mean interactions of boys with their teachers was higher than that of the girls. These differences were statistically significant. One variable which was strongly, consistently, and significantly related to the patterns of interaction was the gender composition of the class. By means of direct self-confrontation with their own classroom interaction patterns, and their 'own' performance gap, student teachers were motivated and empowered to take remedial action as they formulated self-development goals for improvement of their roles as facilitators of learning for both female and male pupils in their classrooms. The paper also considers the implications of these findings for pre-service and in-career teacher education.