Teacher-student Interaction Patterns Research Articles

Innovation of Teacher-Student Interaction Patterns in the Context of Cultural and Creative Teaching

Innovation of Teacher-Student Interaction Patterns in the Context of Cultural and Creative Teaching

Introducing Reflective Teaching Practice in Remote School: Teacher-Student Interaction Patterns

This study aimed to analyze classroom interactions in the reflective teaching practice based on learning objectives and types of interactions, types of student questions and answers, and gender and student achievement. Teacher-student interactions, particularly in reflective learning, have been discussed in depth in urban schools. However, few studies reported the interactions between teachers and students in remote areas. The data collected for this cross-sectional study are part of a broader longitudinal research project. The participants comprised 46 students and 4 teachers from 3 remote schools representing 3 districts in Indonesia. The results showed that most of the teacher-student interactions in reflective teaching practice contained feedback that focused on students' correct and incorrect answers yet rarely discussed how students got answers. Teacher reflection was evaluative by discussing matters related to learning objectives. While reflections have not yet been related to the teacher’s method. This study also reported that gender and achievement did not affect the reflective teaching practice.

Exploring the Relationship between Teacher-student Interaction Patterns and Language Learning Outcomes in TESOL Classrooms

This study explores students' perceptions and experiences of teacher-student interaction in TESOL classrooms within the context of universities in Kuwait. The research aims to understand the relationship between teacher-student interaction patterns and language learning outcomes. Employing a qualitative research design, data were collected through semi-structured interviews and student reflections to gain deeper insights into students' perspectives. Thematic analysis was employed to analyze the data and identify key themes. The findings reveal the importance of interactive and engaging classroom environments, highlighting the impact of teacher-student interaction on language proficiency development, speaking fluency, and overall learner engagement. Cultural factors, classroom dynamics, and instructional practices were identified as influential factors shaping the quality and effectiveness of teacher-student interaction. The study contributes to the existing literature by addressing gaps in understanding teacher-student interaction in TESOL classrooms, specifically within the Kuwaiti context. The findings provide valuable insights for educational practitioners, curriculum developers, and policymakers, informing the design of instructional practices that optimize language learning outcomes through effective teacher-student interaction.

Comparative Effectiveness of Indirect and Direct Teacher-Student Interaction Patterns in Science Instruction

Using an experimental research design, this study aimed to determine the effectiveness of indirect and direct teacher-student interaction patterns in the acquisition of science concepts and science process skills of two matched groups of the first year Bachelor of Elementary Education (BEEd) students of the Mariano Marcos State University College of Teacher Education. Both groups were pre- and post-tested using science concepts and science process skills tests. Mean was used to describe the performance of the students in both tests. The t-test was used to determine the significant difference between the pretest and posttest mean scores of the two groups. Results of the t-test showed no significant difference in the pretest mean scores of both tests while in the posttest, the indirect interaction group performed satisfactorily as compared to the direct interaction group where there were students who performed fairly in both tests. Thus, the t-score of the indirect interaction group was significantly higher than that of the direct interaction group. Indirect teaching is therefore more effective than direct teaching in the students’ acquisition of science concepts and science process skills. Thus, it should be given emphasis for the effective acquisition of science concepts and science process skills.

Classroom Discourse Analysis on English Learning Interaction During the Covid-19 Pandemic

AbstractThe spread of Covid-19 has an impact on changing learning patterns from offline learning to online learning or hybrid types. This phenomenon intends to fill the gap that this research analyzes both offline and online learning during pandemic Covid19. The learning pattern was investigated to obtain information about the characteristics of the learning pattern, advantages, disadvantages, and benefits in classroom interaction. The aims of this study are to find out the types of teacherstudent interaction patterns in the classroom (IRF patterns) in offline and online learning, to describe the IRF patterns in each learning interaction, and to identify IRF patterns that frequently appear. The participants in this study were 18 mathematics and science class students from a private high school in Surabaya, Indonesia. The main data were teacher-students interaction in the English class, collected by observing and recording the class offline and online learning and they were analyzed by applying the IRF theory of Sinclair and Coulthard. The results of data analysis showed that there were eleven kinds of exchanges in offline and online learning. In offline learning the initiation-response-feedback (IRF) pattern was balanced between the teacher and the students, while in online learning, the teacher was more dominant in providing explanations and initiations, while students were less active. Therefore, this study implicates on how to implement appropriate communication in teaching learning process.

The Flipped Classroom Model of Japanese Teaching Based on Intelligent Decision-Making System

Invert the model of learning in the classroom as a new model in the field of education as modern Internet technologies develop and the concept of learning is updated. It is widely used and promoted in various disciplines. Scholars and front-line teachers have begun to try to introduce the flipped classroom teaching model into language classrooms. With this opportunity, practical studies on flipping classes in foreign languages have emerged. At the same time, the study of the learning process in the classroom has become a problem that needs to be urgently addressed. At present, the linguistic field generally regards the specific teacher-student discourse interaction and verbal communication patterns in the teaching process as a research trend. For the Japanese teaching field, the research on the specific characteristics and patterns of teacher-student verbal communication in classroom discourse is a top priority. Drawing on previous research theories and research methods, the two key research topics are combined. Taking the foreign language curriculum under two different classroom teaching modes as the empirical research object, this paper studies the specific classroom teaching process by using the interaction theory of sociology. At the same time, it uses the Flanders Interaction Analysis System (FIAS) to conduct detailed quantitative research on the interaction of teachers and students in classroom discourse, and analyze and discuss the statistical results. The relevant teaching suggestions for the application of the Japanese flipped classroom teaching mode are put forward, and the problems that must be paid attention to in the practical application are pointed out, in order to provide meaningful reference and reference for the construction of the Japanese teaching mode.

The Dilemmas of Complexity in Design Studios and The Teachers' Role

Learning in design studios is a complex process that overwhelms the students and results in common mutual-misunderstandings between student-teacher. This research aims to tackle teachers' role in the design studio and explore how they can help students navigate the design learning complexities. The emphasis in learning design is primarily on students who are not aware of their learning. This puts teachers at a disadvantage, sometimes not knowing what to do or concentrating on students' learning but not knowing their teaching, or even focusing on their teaching but not aware of the importance of learning how to teach. What is the teacher-student interaction patterns that can help students get over/deal with complexities in design studios learning environments? Can building up awareness of the teachers' role help the students learn and enhance their teaching methods? The research carried out a literature review to draw a holistic understanding of the dimensions of complexities in design studios and teachers' role to solve these difficulties. It can be concluded the importance of the teacher's role in teaching design is as essential as the role of the students in learning design. Teacher-student interaction enhances the students' design learning and the teachers' design teaching. Students should be aware of their roles as learners and the role of their teachers. Agreeing with the students makes the teaching-learning journey more fruitful while students get rid of their uncertainty and be more confident.

Teacher-Student Interaction Patterns Change During an Early Science Teaching Intervention

This study aimed to explore the interaction between teachers and young students in terms of their question and answer patterns during science lessons and to investigate whether this changes over the course of an intervention called ‘Language as a Tool for learning science’ (LaT). It also compared experienced teachers with novices. A total of 16 teachers—of which 8 experienced and 8 novice teachers—and their students participated in this study. The teachers’ utterances were coded with regard to the use of questioning strategies, and the students’ reasoning skills were categorized by the use of three types of scientific reasoning skills (observations, predictions, explanations). Consistent with a complex dynamic systems orientation, we analyzed the interactions among these dimensions by means of state space grids (SSG). The results showed that before the intervention, the teacher-student interaction often took the form of a relatively rigid pattern in which teachers did not ask questions and students did not respond with reasoning expressions. In the course of the LaT intervention, a richer repertoire and a greater amount of interactions emerged in which knowledge was “co-constructed” by means of open-ended questions of the teacher and reasoning by the students. The results also suggest that the patterns of experienced and novice teachers were quite similar to each other.

K12 teacher-student interaction patterns in the smart classrooms

This paper examined the teacher and students' interaction behaviours in smart classrooms (SC) and traditional multi-media classrooms (TMC), in order to compare the features on interaction patterns between these two classroom settings, and visualise the existing problems of in-class teaching. Ten courses were recorded and analysed. Five of them were carried out in SC and five were in TMC. A scene-based teacher-student interaction behaviour scheme was setup, and a total of 1,874 pieces of behaviours were collected and coded sequentially. Then, the lag sequence analysis (LSA) was adopted for visualising the behaviour pattern diagram. Results indicated that, in SC settings, significantly more teacher-student interactions took place, and the amount of time spent on group activities was increased. Besides, the smart classroom is helpful to improve teacher-student interaction with richer and higher efficiency. The pedagogy has been changed from Q&A-based teaching in TMCs to inquiry- and group-based learning in SCs.

K12 teacher-student interaction patterns in the smart classrooms

K12 teacher-student interaction patterns in the smart classrooms

TINJAUAN SISTEMATIS: STRATEGIS SCAFFOLDING PADA PEMBELAJARAN MATEMATIKA

This scientific article presents the results of a literature review on scaffolding strategies in mathematics education (2015-2020). The literature review was based on 32 scientific publications that met the inclusion criteria and were included in the final analysis with a total sample size of 1368 students (participants). In theory, this literature research aims to provide an empirical picture of the latest literature on the application of scaffolding strategies and analyze teacher-student interaction patterns when scaffolding is implemented in mathematics learning. The results of this literature review indicate that the pattern of teacher-student interaction when scaffolding support follows an approach: one-to-one scaffolding, peer-scaffolding, and computer-based scaffolding. here are three categories of teacher tendencies in providing scaffolding support, namely: cognitive scaffolding, affective scaffolding, and metacognitive scaffolding. The results of the literature review also concluded that the application of scaffolding strategies in mathematics learning was effective in terms of reducing mathematics anxiety, motivating and increasing student achievement

학생 참여 수학 수업에서 교사-학생 간의 상호작용에 대한 양적∙질적 분석

The purpose of this study was to analyze the quantity and quality of teacher-student interaction in student engagement mathematics classes. To achieve this goal, we observed the first semester classes of the first year of middle school by experienced teachers who conducted teaching methods that promote students’ engagement in classes for more than 20 years. All the classes observed during the semester were analyzed using the transcript data(44 classes). As a result of the analysis, mathematics classes in student engagement were similar in the extent of interaction between teachers and students, and half of the teacher discourses were characterized by revocing. And it was concluded that the strategies of regeneration within the teacher discourse structure enabled students to participate and contribute to the development of the mathematical discourse. In this way, analyzing the lessons of the whole semester with active student engagement and deriving research results, demonstrated the possibility of the generalization of teacher-student interaction patterns. Conversely provides concrete and practical ideas for the implementation of pedagogy that will promote student engagement in the future.

The more technology the better? A comparison of teacher-student interaction in high and low technology use elementary EFL classrooms in China

While the inclusion of multimedia technology enables diverse learning activities in English as a foreign language (EFL) instruction, its influence on classroom interaction is under-examined. To address this gap, this comparative study examines the impact of technology use on teacher-student interaction patterns (i.e., initiation-response-feedback or IRF patterns) in technology-enhanced primary EFL classrooms in a rural school district in China. Six class videos were selected, three from teachers with high and three with low technology use respectively. Conversation analyses of these class videos revealed that technology use played a negative role in facilitating communicative classroom discourses, with high technology use teachers using more display questions and directives and facilitating less spontaneous or authentic output from students in the target language. In addition, teachers in both types of classroom provided little but almost identical amounts of corrective feedback, suggesting a minimal impact of technology on teacher feedback patterns. The findings reveal extensive teacher-centered technology use in EFL classrooms and warrant an urgent need to discuss the importance of and potential approaches to enhancing EFL teachers’ pedagogical awareness and competence in technology-assisted language instruction.

Ask, don't tell; A complex dynamic systems approach to improving science education by focusing on the co-construction of scientific understanding

Studying real-time teacher-student interaction provides insight into student's learning processes. In this study, upper grade elementary teachers were supported to optimize their instructional skills required for co-constructing scientific understanding. First, we examined the effect of the Video Feedback Coaching intervention by focusing on changes in teacher-student interaction patterns. Second, we examined the underlying dynamics of those changes by illustrating an in-depth micro-level analysis of teacher-student interactions. The intervention condition showed significant changes in the way scientific understanding was co-constructed. Results provided insight into how classroom interaction can elicit optimal co-construction and how this process changes during an intervention.

De la retroalimentación al seguimiento en el tercer turno de las secuencias irf: Un desafío para promover la interacción genuina en las clases efl

Introducción: en este artículo presentamos un análisis de los patrones de interacción maestro-alumno en las clases de inglés como lengua extranjera (efl por sus siglas en inglés) de una universidad privada colombiana. Metodología: este análisis se realizó durante un estudio de caso cualitativo en el que se efectuaron 36 observaciones de clase. Los datos obtenidos se codificaron y categorizaron con la ayuda del software Nvivo10. Resultados : la interacción maestro-alumno fue el tipo más común de intercambio en el aula, siendo la secuencia de tres pasos,comúnmente conocida como irf por sus siglas en inglés, la forma reinante. En un intercambio irf el maestro (I) inicia la interacción, el estudiante (R) responde y el maestro proporciona (F) retroalimentación (feedback). El tercer paso de los intercambios irf apenas se utilizó de forma escasa para hacer seguimiento a las respuestas de los estudiantes. Adicionalmente, presentamos las implicaciones de utilizar el tercer paso tanto para retroalimentación como para seguimiento. Conclusiones : dado el análisis realizado, los autores concluyen que los profesores deberían utilizar el tercer paso para hacer seguimiento si el objetivo es promover una genuina interacción lingüística y comprometer a los estudiantes en una comunicación significativa

Why ‘small’ can be better: an exploration of the relationships between class size and pedagogical practices

A central issue in the class size debate is that while cutting class size might lead to improved teaching and learning, it is also possible that it may not if teachers do not seek to exploit the advantages of a smaller class size through an alternative pedagogy. Research suggests that teachers do not change their pedagogy when moving from large classes to smaller ones. This paper focuses on pedagogical practices in large and reduced-size secondary school classes where the teacher is the same in both contexts; a research design that has not been employed in previous class size studies. The paper explores the relationships between class size and the pedagogical practices adopted by four experienced teachers in Hong Kong who are each responsible for one large and one reduced-size English language class of the same grade level. Drawing on mostly qualitative data, this study’s findings show that teachers did vary their teaching from one class to another with important differences noted in teacher–student interaction patterns, classroom organisation, the establishment of classroom rules and the teacher’s use of humour. At the same time, interview data reveal that teachers could not always explain or theorise their pedagogical decisions. Implications for professional practice are presented.

Direct Influence Of English Teachers In The Teaching Learning Process

Teachers play a vital role in the classroom environment. Interaction between teacher and students is an essential part of the teaching/learning process. An educator, Flanders originally developed an instrument called Flanders Interaction Analysis (FIA). The FIA system was designed to categorize the types, quantity of verbal interaction and direct and indirect influences of the teachers in the classroom; finally, the information is plotted on a matrix to be analyzed and interpreted. This system consists of ten categories, namely, accepting feelings, praising or encouraging, using student ideas, asking questions, lecturing, giving directions, criticizing or justifying student responses, student-initiated discussion, and silence/confusion. FIA became a widely used coding system to analyze and improve teacher-student interaction patterns. Few studies have been carried out regarding classroom interaction in Pakistan on this vital aspect of the teaching-learning process. The objectives of the study are to explore the direct influence of the teachers in the college level teaching-learning process in the subject of English: to know about positive and negative reinforcement in the class and to analyze the student participation level in the classes at the North West Frontier Province of Pakistan (using the FIA system). This study was significant because its findings and conclusions may stimulate English teachers to improve their teaching behaviour in order to maximize student learning. Fifty college level classrooms were randomly selected as a sample of this study. Fifty observations were carried out, each in one classroom, using Flanders Interaction Analysis system to secure the data. To do this, time sampling was used and each classroom was observed for 810 seconds (13.50 minutes) of a 45minutes class. After obtaining and encoding the data, it was tabulated, analyzed and interpreted by using simple method. 1. The ratio between indirect influence and direct influence: The sum of column 1, 2, 3, 4, divided by the sum of columns 5, 6, 7 gives the ratio. 2. The ratio between positive reinforcement and negative reinforcement: The sum of column 1, 2, 3 is to be divided be the sum of 6, 7. 3. Student participation ratio: The sum of column 8, 9 is to be divided by total sum. The results showed the direct influence of the teacher at college level in the subject of English. The study revealed that the student’s participation level was very low in the teachinglearning process. The majority of the teachers were direct in their behavior. The ratio showed that the teachers were more direct in their teaching.

Can interaction content analysis research contribute to distance learning?

In this paper we propose that Interaction Analysis studies, which focus on the process‐product relationship between types of teacher–student interactions and learning outcomes, present only part of the learning picture. Clearly, not all teacher–student interaction patterns are equally effective for students at different ages and stages of development. We describe how Interaction Content Analysis was used within the framework of a distance‐learning (DL) project in order to clarify the complex roles and relationships between individual learners’ needs and expectations, types of interactions and learning outcomes. In our project, two differentiated teaching roles emerged—the role of the university‐based lecturer who transmitted subject content and the role of the local site‐based teacher who supported students in their classrooms. We describe how those roles supplemented each other in order to improve learning in a DL environment. We show how content analysis of teacher–student interactions used by universit...

An Integrated Analysis of Verbal and Nonverbal Interaction in Conventional and Distance Learning Environments

As increasing numbers of educational institutions implement distance learning (DL) programs, educators need to know how teaching and learning processes change when teachers and learners are no longer in the same place at the same time. Understanding the theoretical and practical implications of these changes can help teachers to compensate learners for the limitations that often characterize a DL environment. In this article, we describe how we used content analysis to identify how university lecturers' verbal and nonverbal dialogue patterns changed when they taught in both conventional and DL environments. Data, indicating significant cross-context changes in teacher-student interaction patterns, validate Moore's (1972, 1993) transactional distance theory. This theory predicts that the increased psychological and communicative space, which needs to be crossed in a DL environment, has a potentially negative effect on teaching and learning. Empirical evidence of changes in specific categories of interaction also expands the conceptualization of the dialogue variable in Moore's theory. The focus of this article on verbal dialogue and nonverbal interactions was intended to clarify possible causes and effects of increased transactional distance in a DL environment. Our integrated analysis of verbal and nonverbal interactions was intended to identify types of compensatory strategies adopted by teachers in an attempt to reduce transactional distance. Teachers could use these results to manage the dialogue variable more effectively in both DL and conventional learning environments.

Teaching Practices in Classrooms for Students with Emotional and Behavioral Disorders: Discrepancies between Recommendations and Observations

An important issue in the study of classrooms for students with emotional and behavioral disorders (E/BD) concerns understanding teacher behavior and the teacher-student interaction patterns as coactive forces in the development and maintenance of problem behavior. Recent descriptive work in the area of teacher-student interactions suggests that teachers are employing less than optimal teaching practices. This article highlights a number of recommended best teaching practices, selectively reviews the research literature on teacher interactions in classrooms for students with E/BD, provides a possible interpretative framework for the apparent discrepancies, and makes recommendations for future research in this area.