Use fine-grained observation of real-time teacher and student behavior in video-guided coaching to analyze interactional fit¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article's practical implication is a general suggestion for teacher education and in-service professional development, especially when video-guided coaching is used. Because generalized findings do not always fit individual teachers, the author recommends that "observing both real-time teacher and student behavior during coaching sessions provides opportunities to analyze the fit and interrelatedness of their own behavior with their students' behavior". Becoming aware of (in)effective interaction patterns is framed as a first step towards improvement, helping teachers understand why they experience problems establishing positive relationships.

Design Implications¶

Context¶

Requirements¶

• Recordings or observations of both teacher and student behavior during coaching sessions; the article notes formulating practical implications presupposes causality, which is not evidenced

Constraints¶

• The author formulates only a general suggestion because causality is not evidenced; studying more teachers in different career stages may be necessary to formulate advice usable in practice

Target Learners¶

• early career teachers
• teachers in professional development

Target Learning Goals¶

• awareness of interaction patterns and improving teacher-student relationships

Affordances¶

• Warner Four Step Time Series Analysis Interactions

Related Strategies¶

• Track interactional resources across levels as a research approach for CSCL

Examples¶

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Key Sources¶

• Pennings, H. J. M. (2017). Using a Complexity Approach to Study the Interpersonal Dynamics in Teacher-Student Interactions: A Case Study of Two Teachers. Complicity: An International Journal of Complexity and Education, 14(2). https://complicityjournal.org. doi:10.29173/cmplct29338