Literaturnachweis - Detailanzeige
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 |
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) 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |