Analysis Of Teacher-Student Interaction Research Articles

Defining openness in teachers’ ‘open’ questions

Abstract Extensive research has focused on analysing teacher-student discourse within whole-class dialogic interactions, and several descriptive tools have been proposed so far to cover possible variations. However, what still remains unanswered is what types of teacher questions are ‘better’ than others. To answer this question, I propose a pragmatic analysis of teacher-student interaction based on the criteria of authenticity and dialogicity. The analysis focuses on two types of dialogue moves, ‘information-seeking’ and ‘inquiry’ moves and their subtypes, as assessed on the basis of their degree of dialogicity, emerging from the dialogue sequence in which the moves are situated. The discussion focuses on how such a normative analysis of interaction can help teachers guide more productive dialogues with their students.

Analysis Method for Teacher-Student Interaction in Online English Courses

In online learning, the teacher-student interaction mainly takes place in the form of themed discussion anytime, anywhere, and the posting and commenting on the theme. It is of great practical significance to select a proper behavior analysis method that effectively analyzes the mass data on teacher-student interaction. Taking online English courses as an example, this paper explores the teacher-student interaction during online learning. Firstly, the ant colony algorithm was adopted for cluster analysis of teacher-student interaction, and the analysis procedure was detailed. Next, the features of teacher-student interaction were illustrated from three aspects, namely, overall interaction on online learning platform, progress of themed discussion, and teacher-student interaction, in order to examine the teacher-student interaction model. Finally, the features were obtained for teacher-student interaction in themed discussion of online English courses.

Analysis of Teacher-Student Interaction in the Joint Solving of Non-Routine Problems in Primary Education Classrooms

The analysis of teacher–student interaction when jointly solving routine problems in the primary education mathematics classroom has revealed that there is scarce reasoning and little participation on students’ part. To analyze whether this fact is due to the routine nature of the problems, a sample of teachers who solved, together with their students, a routine problem involving three questions with different cognitive difficulty levels (task 1) was analyzed, describing on which part of the problem-solving process (selection of information or reasoning) they focused their interaction. Results showed that they barely focused the interaction on reasoning, and participation of students was scarce, regardless of the cognitive difficulty of the question to be answered. To check whether these results could be due to the routine nature of the problem, a nonroutine problem (task 2) was solved by the same sample of teachers and students. The results revealed an increase in both reasoning and participation of students in processes that required complex reasoning. This being so, the main conclusion of the present study is that including nonroutine problem solving in the primary education classroom as a challenging task is a reasonable way to increase students’ ability to use their own reasoning to solve problems, and to promote greater teacher–student collaboration. These two aspects are relevant for students to become creative, critical, and reflective citizens.

NS and NNS Teacher Identities: An Analysis of Teacher-Student Interaction in EFL Classroom

With a recognition of a profound effect that teacher identity has in students’ language learning, the present study explores how teacher identity, especially that of native speaking (NS) and nonnative speaking (NNS) teacher in EFL context, shapes the teacher-student interaction and influences students’ learning differently. Data was gathered through classroom observations and video recordings of teacher-student interaction of a total of six hours of class sessions. The data comes from the interactions of three nonnative Korean teachers, one native speaker, and six university students in Korean EFL co-teaching classroom. To analyze the data, the method of discourse analysis was used. The findings show that the native teacher acted as an interaction provoker who stimulated classroom discussion and also an expert of both target language and culture. On the other hand, nonnative teachers acted as an activity guider by helping student understand the classroom activities. As sharing L1 and the same culture, nonnative teachers were flexible with the language choice of the students and understood the difficulties they had in the class. The study further draws attention to the pedagogical implications regarding the co-teaching of native and nonnative teacher in EFL classroom.

Contextualizing Discourse; Student Identities and Classroom Teaching

The paper explores the role of classroom interactions in construction of identity of students. The same has been attempted within critical discourse analysis framework provided by Norman Fairclough (1992). The results of discourse analysis of teacher-student interactions in audio-recordings of third-fourth-and fifth grade EVS lessons reveal that the critical discourse analysis provides a viable source of analyzing co-construction of identity and learning within the classroom. Though teachers encourage student participation in educational interactions by asking questions, but the interactions remain limited to what the biased perception of the teacher. The results of the present study show that such interactions impact the construction of students“ identities adversely. The theoretical framework provided by Fairclough emphasize the need to give a close look to specific discursive constructions within interactions between the teacher and students. With its specific discourse strategies of talk and text analysis, one can explore what kind of constructions of self is being carried out in interactions within a particular social set up, who is claiming to have knowledge and the same is hedging and mitigating others“ perceptions. At the end the paper attempts to contextualize the understanding within the Indian scenario of changing curriculum understanding and build a perspective towards its correct and perceived errors that it may produce if not understood conceptually.

Exploring the nature of teacher-student interaction in small-group discussions in a Chinese university setting

Rapid evolution of information technology has changed traditional classroom pedagogies, and a number of computer-supported collaborative learning forms have burgeoned. However, research concerning the analysis of teacher-student interaction in actual classroom discussions is still less established. This article addresses the nature of teacher-student interaction in small-group discussions in a Chinese higher education setting. We analysed the social network and verbal behavioural features of teacher-student interaction using an analytical framework that integrates the social network analysis (SNA) and Flanders interaction analysis (FIA). The results of SNA indicated that the teacher exerted the main control of the social network and the group leaders were more actively engaged than other students. The findings of FIA showed a range of teacher-student behavioural characteristics. Teacher lecturing, student-initiated talk and teacher’s clarifying student ideas accounted for the largest percentage of interaction. Although the teacher spent a large percentage of talk in lecturing, he acted more like a guide and facilitator, developing student ideas with appropriate comments and providing ample opportunities for student talk. The students as a whole were found to be active in verbal behaviours and vigorous in raising questions. This case study provided a framework for analysing teacher-student interactional behaviours in higher education context. It also added our understanding of Chinese professors’ and graduate students’ experience in small-group discussions.

Classroom Interactions: Constructing a Room with a View

An analysis of teacher-student interactions leads to critical reflections of the assumptions underlying the pedagogical choices this professor makes in undergraduate classes. Using concepts of perception of credibility and politics of recognition, the teacher gains insight into the equity of her practices.

Multilayered Analysis of Teacher-Student Interactions: Concepts and Perspectives Guiding Video Analysis with Tattoo, the Analytic Transcription Tool

This article describes the development of a video analysis software tool designed to make explicit and open the process of systematic analysis of video material on teaching–learning interactions. The need of an efficient and transparent way of transcribing and analysing video materials was brought forth in a sequence of studies of interaction in music education in Sweden, where spoken language, body language, gaze, music, and the use of artefacts were studied as multimodal semiotic resources. The article focuses on decision making in building a coherent research design and analytic tool, which reflects a progress from a close-up description of teachers' and students' interaction to a systematic analysis of the patterns of interaction and learning opportunities. The theories and perspectives are chosen in order to give a broad understanding of experience and actions in teaching and learning at different levels of scale.

Strategies to regulate content development and interactivity in the classroom

The teaching-learning process is an interactive process controlled by a series of regulatory mechanisms. This article reports on a study of teacher regulation of classroom activity and teacher-student behavior. The analysis of this behavior can provide a better understanding of what happens during a class session, the context in which students construct meaning and progressively acquire greater control of their own learning process. The strategies employed by the teacher to regulate, the teaching-learning can be classified in two categories: those directed primarily towards regulating the social structure of participation and those directed primarily towards regulating content development and the learning task. This article identifies and analyzes instances of the second kind of strategy, though both kinds are often simultaneous, inter-related and mutually supportive. The investigation reported here was based on the observation, recording and analysis of teacher-student interaction in Social Studies classes in a secondary school in Spain.

Analysis of Teacher-Student Interactions in the Piano Lessons of Adults and Children

The purpose of this investigation was to identify and describe the characteristics of effective teaching in the piano studio. Thirteen piano teachers were videotaped with one adult student and one child student during three consecutive lessons each. An 8- to 12-minute segment showing work on a piece in progress was excerpted from each of the 78 lessons. Computerized observation procedures, designed specifically for this and related research, were used to record and analyze teacher behavior, student behavior, and lesson progress. Ten representative excerpts were evaluated by five expert piano pedagogues, who rated the teaching effectiveness observed in each. The expert pedagogues were generally reliable in identifying ineffective teaching, but were less reliable in assessing effective teaching. Correlational analyses were used to identify the lesson characteristics associated with effective and ineffective ratings. Relatively active teachers were ranked higher than were inactive teachers. Active teachers provided more modeling and gave more feedback. Student performance episodes generally were shorter among the more active teachers, and students of the more active teachers tended to perform mare successfully. The duration and pace of behavior episodes were important variables in discriminating among levels of instructional quality, with shorter episodes and, thus, faster pace associated with more effective teaching.

Analysis of Teacher-Student Classroom Interaction in Amish and Non-Amish Schools

Using the Flanders Interaction Analysis Technique the teacher-student classroom verbal interaction in Amish and Non-Amish schools of Mifflin County, Pennsylvania was analyzed. The Amish schools represented on a continuum four distinct levels of integration into the larger society. The hypothesis that “as sampling moves from Old Order Amish classrooms to Non-Amish classrooms there will be an increase from ‘direct teacher behavior’ to ‘indirect teacher behavior’” was supported. The analysis of the teaching patterns and teacher-student classroom verbal interaction in the Amish schools showed that classroom environment was consistent with the Amish philosophy of life. However, the analysis of the teacher-student interaction in the public schools showed certain behavior inconsistent with present day philosophy of education. Also the ferment reported to be taking place in Catholic society was evident in apparent contradictions revealed in the analysis of teaching strategies observed in the parochial school.