How teachers can improve their classroom interaction with students: New findings from teachers themselves

Solheim, Ksenia; Ertesvåg, Sigrun K.; Berg, Grete Dalhaug

doi:10.1007/s10833-018-9333-4

Cited by 31 publications

(20 citation statements)

References 56 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…They are motivated to learn more and improve their classroom interaction knowledge by focusing on themselves because this will influence students' learning. However, previous research on the same sample of teachers reported that the teachers did not show notable results in terms of what they learned and that the activities they applied were rather limited (Solheim, Ertesvåg, Berg, 2018;Solheim, Roland, Ertesvåg, 2018). There is a possible explanation for this discrepancy.…”

Section: Discussionmentioning

confidence: 81%

“…This finding indicates that the teachers are motivated to learn more about the domain they find useful for students' results. Given that teacher knowledge of classroom interaction is linked to classroom processes and the classroom environment and that the findings indicated that different participants have different levels of knowledge regarding these three domains (Solheim, Ertesvåg, Berg, 2018), there is a potential danger in teachers being willing to learn only fragments of some domains. In addition, in order to learn more, teachers might need to have a deeper understanding of the phenomenon.…”

Section: Discussionmentioning

confidence: 99%

“…The study adopted a direct content analysis approach to the data interpretation that relied on existing theory to develop the initial coding scheme (Hsieh & Shannon, 2005). The analysis draws on the log analysis from the CIESL research (Solheim, Ertesvåg, Berg, 2018). However, for the current study, the data were reanalyzed with respect to the specific research questions.…”

Section: Analysesmentioning

confidence: 99%

See 2 more Smart Citations

Teachers’ Aspirations to Improve their Classroom Interaction

Solheim

2019

IJLTER

Self Cite

View full text Add to dashboard Cite

This article explores teachers' aspirations to improve their classroom interactions with students. The classroom interaction framework of Pianta and colleagues (2012) and the motivational factors approach were combined to investigate 76 in-service lower-secondary school teachers' perceptions of their motivations towards emotional support, classroom organization and instructional support improvement. The results showed that the teachers' aspirations were explained by a desire to improve for students' sake. Self-growth as a professional and the desire for increased knowledge in different domains of classroom interaction were among the factors influencing teachers' possible educational processes. Recognizing teachers' professional values, expectations and emotions may inform teacher education pedagogies and contexts for teacher learning.

show abstract

Section: Discussionmentioning

confidence: 81%

Section: Discussionmentioning

confidence: 99%

Section: Analysesmentioning

confidence: 99%

See 1 more Smart Citation

Teachers’ Aspirations to Improve their Classroom Interaction

Solheim

2019

IJLTER

Self Cite

View full text Add to dashboard Cite

show abstract

“…Research has shown that teachers working independently generally have great discretion and autonomy inside their classrooms to make decisions about instruction and pedagogy for their own students (Archbald and Porter 1994;Meirink et al 2010). Since teacher learning is an active process, in which teachers engage in activities that lead to a change in knowledge and teaching practices (Bakkenes, Vermunt, and Wubbels 2010), the international research on teacher learning activities (Solheim, Ertesvåg, and Dalhaug Berg 2018) indicates that teachers' individual evaluations of and reflections on their own experiences in the classroom are common activities in which teachers engage in order to learn. According to Hargreaves and Fullan (2012), teachers who work individually experience higher expectations and responsibilities.…”

Section: Individual Perspectives On Learningmentioning

confidence: 99%

Teachers’ perceptions of their collective and individual learning regarding classroom interaction

Solheim

Roland

Ertesvåg

2018

Educational Research

Self Cite

View full text Add to dashboard Cite

Background: Improvement in classroom interaction is a significant part of teacher profession that is often overlooked. The Norwegian Ministry of Education established a national initiative to develop lower secondary schools in the fields of reading, writing, numeracy and classroom management from 2012 until 2017. It provides a context where teachers' collective and individual learning in classroom interaction was explored. Purpose: The purpose of this paper is to describe teachers' perceptions of their collective and individual learning and explore the facilitators for learning possibilities in classroom interaction. Sample, design and method: A qualitative study was conducted in 14 Norwegian secondary schools, among 76 teachers. Data were based on focus group interviews and logs. A thematic approach was used to analyse the data. Results: The results indicated that teachers' learning regarding classroom interaction is highly individual. Teachers' reflections around their own practices after the lessons or sharing experiences with other colleagues were two common methods for teachers to develop in the area of classroom interaction. When it came to teachers' collective learning, the results indicated that teachers did not feel responsible for organising collective work; instead, they expected the school leadership to take control. Three factors turned out to be important for teachers that either inhibit or promote teachers' development in the area: 'time', 'systematic work' and 'school leadership'. Conclusion: Collective and individual learning may complement each other and strengthen the learning outcome for teachers, and subsequently increase student learning. Collaboration between individual teachers and collective groups might not only improve teacher professional growth, but also develop school as an organisation. The findings suggest that the school principal may be an influential factor for teachers' collective and individual learning regarding classroom interaction.

show abstract

“…Considering the importance of the teacher's role in the classroom, therefore it is important to know the teacher's perception of online classroom interaction. Learning activities that teachers use to improve classroom interaction can affect student learning outcomes then become input for the next learning process (Solheim et al, 2018). Several studies have found that incompetent teachers in English are a major problem in English classes.…”

Section: Introductionmentioning

confidence: 99%

EFL teachers’ perception towards online classroom interaction during covid-19 pandemic

Kusuma

Pahlevi

Saefullah

2021

ETERNAL

View full text Add to dashboard Cite

The spread of Covid-19 is affecting education systems around the world and transform the learning from face-to-face to online learning. Interaction is important pattern to share knowledge between teachers and students. Previous research has said that interaction could also encourage students to master the subject matter. This study aims to describe the EFL teachers’ perception towards classroom interaction during Covid-19 pandemic especially on how the interaction between teacher-student, student-teacher, and student-student synchronously which is assisted by Google Meet. The research method used in this study is descriptive case study and taking data by conducting observation, interview, and documentation. Based on research result, teacher perceive online classroom interaction in balance emotion, exploratory talk tends to be implemented in online classroom interactions, Indirect talk of asking questions is the dominant online classroom interaction.

show abstract

How teachers can improve their classroom interaction with students: New findings from teachers themselves

Cited by 31 publications

References 56 publications

Teachers’ Aspirations to Improve their Classroom Interaction

Teachers’ Aspirations to Improve their Classroom Interaction

Teachers’ perceptions of their collective and individual learning regarding classroom interaction

EFL teachers’ perception towards online classroom interaction during covid-19 pandemic

Contact Info

Product

Resources

About