Observed lesson structure during the first year of secondary education: Exploration of change and link with academic engagement

Maulana, Ridwan; Opdenakker, Marie-Christine; Stroet, Kim; Bosker, Roel

doi:10.1016/j.tate.2012.03.005

Cited by 42 publications

(59 citation statements)

References 45 publications

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“…gender) and contextual characteristics (i.e. teaching subject) explain differences in effective teacher behaviour (Maulana, Opdenakker, Stroet, & Bosker, 2012, 2013Opdenakker, Maulana, & den Brok, 2012). However, it is inconclusive whether influences of personal and contextual characteristics are visible in all teaching domains and whether these factors are visible in pre-service teachers' behaviour too.…”

Section: Introductionmentioning

confidence: 99%

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Validating a model of effective teaching behaviour of pre-service teachers

Maulana

Helms-Lorenz

Grift

2016

Teachers and Teaching

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Although effective teaching behaviour is central for pupil outcomes, the extent to which pre-service teachers behave effectively in the classroom and how their behaviour relates to pupils' engagement remain unanswered. The present study aims to validate a theoretical model linking effective pre-service teaching behaviour and pupil's engagement, incorporating the role of context and teacher characteristics. The study included a sample of 264 pre-service teachers from 64 secondary schools throughout the Netherlands. Preservice teachers were observed using the International Comparative Analysis of Learning and Teaching to measure effective teaching behaviour and pupils' engagement. We used multilevel modelling to account for the hierarchical structure in the data. Results show that the quality of teaching behaviour of pre-service teachers is below that of experienced teachers. Class size and (partly) teacher gender explain differences in the quality of teaching behaviour. All domains of teaching behaviour are related to pupil engagement, with classroom management and clarity of instruction showing the strongest relationships with academic engagement compared to the other domains. The results make it plausible to approximate minimum standards for the assessment of pre-service teachers based upon a normative criterion based on the impact on pupils' academic engagement.

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Section: Introductionmentioning

confidence: 99%

“…Davidson, Gest, & Welsh, 2010;Goodenow, 1993;Maulana et al, 2012;Opdenakker et al, 2012). Academic engagement refers to engaged behaviour (effort exertion and persistence, mental effort indicators, attention and concentration) and engaged emotion (enjoyment and enthusiasm) in academic tasks (Skinner, Kinderman, & Furrer, 2009).…”

Section: Introductionmentioning

confidence: 99%

Validating a model of effective teaching behaviour of pre-service teachers

Maulana

Helms-Lorenz

Grift

2016

Teachers and Teaching

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“…A recent study on teacher-student interaction conducted by Maulana, Opdenakker, Stroet, and Bosker (2012) revealed that Indonesian teachers spent most of their time lecturing in front of the classroom. There is hardly any interaction with students.…”

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confidence: 99%

Classroom Interaction Strategies Employed by English Teachers at Lower Secondary Schools

Suryati

2015

TEFLIN

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This article reports a study on teachers' use of interaction strategies in English Language Teaching (ELT) in lower secondary level of education. The study involved eighteen teachers from Lower Secondary Schools in Malang, East Java. Classroom observation was selected as a method in this study by utilizing Self Evaluation Teacher Talk (SETT) as the instrument. SETT, developed by Walsh (2006), was adopted as the observation protocol as it characterises teacher-student interaction. Thirty lessons taught by 18 teachers were observed. The findings revealed that much of the teacherstudent interaction in Lower Secondary Schools centred on the material mode, skill and system mode. The most frequent strategies were initiation response feedback (IRF) patterns, display questions, teacher echo, and extended teacher turns, while students' extended turns were rare. It is argued that in order to improve the Indonesian ELT, there is a need to provide an alternative to ELT classroom interaction. The article concludes by highlighting the importance of adopting some classroom interaction strategies that are more facilitative to students' oral communicative competence.

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“…The cause for this change could be found in the lack of experience of time management of the teacher trainees. Maulana et al (2012) proved that time management is an important part of lesson style, which teacher trainees have to learn in order to teach effectively including the scheduling of the subject matter they want to teach. Group lessons or other student-centered lesson styles require more time than a teacher-centered style.…”

Section: Discussionmentioning

confidence: 99%

“…Maulana et al (2012) show that Dutch classes are taught with a more student-centered lesson style whereas that in Indonesia is more teacher-centered. They have also shown that "changes in lesson structure is not a function of time" (Maulana et 2012, p. 835).…”

Section: Teaching Style and Classroom Managementmentioning

confidence: 95%