Student-teachers' strategies in classroom interaction in the context of the teaching practicum

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Heikonen , L , Toom , A , Pyhalto , K , Pietarinen , J & Soini , T 2017 , ' Student-teachers' strategies in classroom interaction in the context of the teaching practicum ' , Journal of Education for Teaching , vol. 43 , no. 5 , pp. 534-549 . https://doi.org/10.1080/02607476.2017.1355080

Title: Student-teachers' strategies in classroom interaction in the context of the teaching practicum
Author: Heikonen, Lauri; Toom, Auli; Pyhalto, Kirsi; Pietarinen, Janne; Soini, Tiina
Contributor organization: Department of Education
The Centre for University Teaching and Learning (HYPE)
Date: 2017
Language: eng
Number of pages: 16
Belongs to series: Journal of Education for Teaching
ISSN: 0260-7476
DOI: https://doi.org/10.1080/02607476.2017.1355080
URI: http://hdl.handle.net/10138/315772
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.
Subject: Student-teachers
classroom interaction
strategies
critical incidents
MANAGEMENT STRATEGIES
PRESERVICE TEACHERS
PROFESSIONAL AGENCY
EMOTION REGULATION
GUIDED REFLECTION
NOVICE TEACHERS
SELF-REGULATION
EDUCATION
BEHAVIOR
EXPERT
516 Educational sciences
Peer reviewed: Yes
Rights: cc_by_nc_nd
Usage restriction: openAccess
Self-archived version: acceptedVersion


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