Abstract
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.
| Original language | Dutch |
|---|---|
| Pages (from-to) | 243-253 |
| Journal | Teaching and teacher education : an international journal of research and studies |
| Volume | 63 |
| Issue number | April |
| DOIs | |
| Publication status | Published - 2017 |
Keywords
- complex dynamic systems approach
- co-construction
- scientific understanding
- teaching intervention
- state space grid
Research Focus Areas Hanze University of Applied Sciences * (mandatory by Hanze)
- Healthy Ageing
Research Focus Areas Research Centre or Centre of Expertise * (mandatory by Hanze)
- Equality of opportunity and participation
Publinova themes
- Other
- Education and Teaching
- Health
- People and Society
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