Preservice Teachers' Skills to Identify Effective Teaching Interactions: Does It Relate to Their Ability to Implement Them?

Autor/inn/en	Wiens, Peter D.; LoCasale-Crouch, Jennifer; Cash, Anne Henry; Romo Escudero, Francisca
Titel	Preservice Teachers' Skills to Identify Effective Teaching Interactions: Does It Relate to Their Ability to Implement Them?
Quelle	In: Journal of Teacher Education, 72 (2021) 2, S.180-194 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wiens, Peter D.) ORCID (Cash, Anne Henry)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487120910692
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Student Attitudes; Educational Assessment; Teacher Effectiveness; Observation; Teacher Student Relationship; Student Teaching; Interaction; Video Technology + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Education; assessment; Bewertungssystem; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Beobachtung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching practice; Unterrichtspraxis; Interaktion
Abstract	Research about in-service teachers has shown that specific skills such as the skill to identify effective teaching interactions in others relates to the teachers' skill to engage in effective classroom interactions related to student learning. This study aimed to examine the relationship between these skills for 130 preservice teachers in the final year of their program. Findings indicated that preservice teachers' skill to identify effective teaching interactions in others related to the effectiveness of the emotional support and instructional support exhibited in their observed classroom interactions. In addition, the study investigated the relationship between these skills and the teacher program characteristics. This study provides further evidence that the skill of noticing effective teaching interactions in others is related to implementing one's own effective classroom interactions. Thus, enhancing preservice teachers' noticing skills serves as an important target for current and future teacher training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01