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http://dx.doi.org/10.21796/jse.2019.43.3.318

Analysis of Teacher-Students Interactions in the Image of Science Class by Elementary Preservice Teachers  

Jeon, Kyungmoon (Gwangju National University of Education)
Publication Information
Journal of Science Education / v.43, no.3, 2019 , pp. 318-328 More about this Journal
Abstract
The purpose of this study is to investigate the teacher-students interactions shown in the images of elementary science class by preservice teachers. We applied nine analysis criteria in three domains such as emotional support (climate, regard for student perspectives, teacher sensitivity), classroom organization (instructional learning formats, behavior management, productivity), and instructional support (quality of feedback, language modeling, concept development) in the aspects of positive or negative interactions The results show that majority of student-teachers tended to prefer positive interactions especially regarding instructional learning formats or concept development. For the image of avoided class, they tended to show negative interactions related to instructional learning formats or regard for student perspectives. However, they showed extremely lower frequencies for some categories of negative interactions. Female preservice teachers tended to have slightly higher frequencies for some positive interactions than their counterpart. The findings indicate possible approaches to teachers' professional development and further research.
Keywords
preservice elementary teacher; the image of science class; teacher-students interactions;
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