A Teacher Training Model for Improving Social Facilitation in the Inclusive Program

Robinson, Suzanne; Myck-Wayne, Janice

doi:10.1177/1096250615586028

Cited by 4 publications

(2 citation statements)

References 18 publications

(23 reference statements)

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“…Effective communication in this context revolves around clear teaching, the relevance of course content, and an assertive demeanor [6]. Emphasizing the significance of interaction aims to deliver meaningful lessons to all students within an inclusive educational environment [7].…”

Section: Introductionmentioning

confidence: 99%

Communication and Interaction Practices in Czech Classrooms with a Teaching Assistant

Maněnová,

Wolf,

Skutil

et al. 2024

Sustainability

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The presented study focuses on pedagogical communication and interaction occurring in teaching with the presence of a teaching assistant. The aim was to enhance understanding of pedagogical communication and interaction in these classrooms. To achieve this goal, an analysis of teaching sessions was undertaken from the perspective of activities (interactions and communication) assumed by the teaching assistant during instruction. The research methodology relies on standardized observation, specifically employing the Flanders Interaction Analysis System, which investigates communication and interaction within the classroom environment. For observing teaching sessions with teaching assistants, 16 categories were developed and refined through pilot testing. Validation was conducted using video analysis. In total, 15 teaching sessions were recorded and subsequently analyzed. Specialized software Codenet was utilized for video data analysis, with a set time interval of 3 s. The data analysis revealed several crucial insights into the communication and interaction of teaching assistants and teachers in an educational context. Some categories, such as the preparation of teaching aids and those related to passivity, predominate, while others, including active involvement in teaching or introducing new educational content, are notably absent. Understanding these patterns may lead to optimizing the role of the teaching assistant in supporting individual students and classroom dynamics. The article discusses inclusive practices of teaching assistants, without distinguishing between students with special educational needs and typically developing peers. Inclusive education promotes social and environmental sustainability by fostering a sense of belonging and equality among students.

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Section: Introductionmentioning

confidence: 99%

Communication and Interaction Practices in Czech Classrooms with a Teaching Assistant

Maněnová,

Wolf,

Skutil

et al. 2024

Sustainability

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show abstract

“…Today's research states that effectiveness in inclusive classroom learning refers to providing learning opportunities, giving sufficient time to interact, increases students' cognitive understanding and involvement through differences in instructional interaction patterns, teacher beliefs, and attitudes toward students (Jordan & Stanovich, 2001). Focusing on the importance of interaction aims to provide meaningful lessons to all students in an inclusive environment (Robinson & Myck-Wayne, 2016). If teachers can collaborate and interact well, then the instructional practice in inclusive classrooms will be effective and bring good results for all students.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Instructional Interaction in an Inclusive Classroom: Interaction Between General Teacher and Special Assistant Teacher

Rasmitadila

Tambunan

achmadtullah

et al. 2021

IJSE

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The purpose of this study was to determine the categories of instructional interaction, the basic patterns of instructional interactions, and the functions of the basic model of instructional interaction that occurs between the English teacher (ET) and the special assistant teacher (SAT) to help the slow learner student (SLS), in terms of instructional interaction that occurs between two teachers in an English lesson. The researchers used single-case study method research. Data were collected through observation, as well as through semi-structured interviews with the two teachers. Findings from this study indicate that the category of instructional interaction that occurs between the two consists of academic and non-academic interactions. The instructional interaction basic patterns that are formed between ET and SAT in academic interaction are initiate-response-follow-up (IRF) and initiate-response (IR). The function of the basic pattern of academic interactions is to inform delegation of academic tasks from ET to SAT and to help SLS perform academic assignments. The instructional interaction basic pattern of non-academic interaction is initiate-response (IR). The function of the basic pattern of non-academic interactions is to enhance the provision of non-academic assistance from SAT to SLS, such as motivating, and focusing on learning. If instructional interactions between ET and SAT have not been carried out optimally, then the collaboration has not been well planned.

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Supporting Social Development in Young Children with Disabilities: Building a Practitioner’s Toolkit

McCollow

Hoffman

2019

Early Childhood Educ J

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A Teacher Training Model for Improving Social Facilitation in the Inclusive Program

Cited by 4 publications

References 18 publications

Communication and Interaction Practices in Czech Classrooms with a Teaching Assistant

Communication and Interaction Practices in Czech Classrooms with a Teaching Assistant

Teachers’ Instructional Interaction in an Inclusive Classroom: Interaction Between General Teacher and Special Assistant Teacher

Supporting Social Development in Young Children with Disabilities: Building a Practitioner’s Toolkit

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