Samenvatting
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.
Originele taal-2 | Dutch |
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Pagina's (van-tot) | 243-253 |
Tijdschrift | Teaching and teacher education : an international journal of research and studies |
Volume | 63 |
Nummer van het tijdschrift | April |
DOI's | |
Status | Published - 2017 |