Student-Teachers' Strategies in Classroom Interaction in the Context of the Teaching Practicum

Autor/inn/en	Heikonen, Lauri; Toom, Auli; Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina
Titel	Student-Teachers' Strategies in Classroom Interaction in the Context of the Teaching Practicum
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 43 (2017) 5, S.534-549 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heikonen, Lauri) ORCID (Toom, Auli) ORCID (Pyhältö, Kirsi) ORCID (Pietarinen, Janne) ORCID (Soini, Tiina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2017.1355080
Schlagwörter	Student Teachers; Interaction; Practicums; Foreign Countries; Teacher Education Programs; Classroom Techniques; Video Technology; Interviews; Elementary School Teachers; Secondary School Teachers; Teaching Methods; Recall (Psychology); Stimuli; Learning Strategies; Critical Incidents Method; Finland (Helsinki) + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Interaktion; Practicum; Praktikum; Praktika; Ausland; Klassenführung; Interviewing; Interviewtechnik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Abberufung; Anreizsystem; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Strategies student-teachers employ in classroom interaction with pupils during teaching practice periods are surprisingly understudied, considering that the teaching practicum provides a central arena for student-teachers learning to become teachers. This study investigates the primary strategies student-teachers utilised in classroom interaction and the multiple qualities of these strategies. The data were collected from 31 student-teachers during their teaching practicum through stimulated recall (STR) interviews focusing on challenging and empowering critical incidents that student-teachers chose from their video-recorded lessons. The results showed that in challenging classroom incidents, student-teachers applied predominantly reactive behavioural strategies, whereas in the empowering situations, student-teachers primarily employed proactive cognitive and behavioural strategies. Use of proactive cognitive strategies was typically associated with positive meaningful experiences; hence, they setting the stage for utilising a more diverse set of proactive strategies in the classroom. Implications for teacher education programmes providing student-teachers authentic learning opportunities that promote proactive strategies are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01