A Latitudinal Study of Pre-Service Instruction in Flanders' Interaction Analysis Categories.

Autor/in	Smith, Eldon Cale
Titel	A Latitudinal Study of Pre-Service Instruction in Flanders' Interaction Analysis Categories.
Quelle	(1976), (116 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Classroom Communication; Classroom Observation Techniques; Inservice Teacher Education; Interaction; Interaction Process Analysis; Preservice Teacher Education; Student Participation; Student Teachers; Teacher Behavior; Teacher Response; Teaching Methods; Verbal Communication; Flanders System of Interaction Analysis + Suchen Sie Ihr Suchwort? Klassengespräch; Lehrerfortbildung; Interaktion; Prozessanalyse; Lehramtsstudiengang; Lehrerausbildung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teacher behaviour; Lehrerverhalten; Lehrerkommentar; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of the study was to determine whether differences in verbal interaction existed between study teachers and first, second, and third year teachers with preservice instruction in Flanders Interaction Analysis Categories (FIAC) and a comparison group without such instruction. (TIAC is a system of 10 categories which classifies verbal interaction in the classroom as either contributing to or interfering with student autonomy.) Preservice instruction in FIAC involved 13 hours of practice in recording interaction behaviors, constructing and interpreting matrices, and developing indirect teaching skills. The findings indicated a positive relationship exists between preservice instruction in FIAC and subsequent verbal interaction during student teaching and first, second, and third years of teaching experience. Few persistent trends could be identified demonstrating a consistent difference (either direct or indirect) continuing from student teaching through the third year of teaching experience. However, student teachers and first, second and third year teachers with preservice instruction in FIAC consistently utilized more modified indirect influence, and more extended use of student ideas. In contrast, the comparison group exhibited more direct teacher response to student talk (with the exception of second year teachers) and more student talk (with the exception of first year teachers). (CD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC