Journal
TEACHING AND TEACHER EDUCATION
Volume 63, Issue -, Pages 243-253Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.tate.2016.12.012
Keywords
Complex dynamic systems approach; Co-construction; Scientific understanding; Teaching intervention; State Space Grid
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Funding
- Curious Minds ('TalentenKracht') program - Dutch Ministry of Education, Culture and Science
- National Platform Science & Technology (Platform Betatechniek)
- Heymans Institute (University of Groningen)
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Studying real-time teacher-student interaction provides insight into student's learning processes. In this study, upper grade elementary teachers were supported to optimize their instructional skills required for co-constructing scientific understanding. First, we examined the effect of the Video Feedback Coaching intervention by focusing on changes in teacher-student interaction patterns. Second, we examined the underlying dynamics of those changes by illustrating an in-depth micro-level analysis of teacher-student interactions. The intervention condition showed significant changes in the way scientific understanding was co-constructed. Results provided insight into how classroom interaction can elicit optimal co-construction and how this process changes during an intervention. (C) 2016 Elsevier Ltd. All rights reserved.
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