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Journal articles on the topic 'Student-teacher interaction'
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Zukorlić, Mirsada, and Slobodan Pavlović. "Student-teacher interaction." Zbornik radova Pedagoskog fakulteta Uzice, no. 25 (2023): 183–98. http://dx.doi.org/10.5937/zrpfu2325159z.
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The paper presents the results of a theoretical analysis of pedagogical work in school as an interactive process. An important aspect of interaction is that it is a process in which one individual influences the behavior of another. In pedagogical communication, such influences are more pronounced and are directed towards the development of personality, with the ties between the subjects of the educational process being solid and strong. That is why education is defined as a kind of interaction between teachers and students. The paper discusses the implications of certain aspects of interaction - teaching, leadership or support for student autonomy and socio-emotional relationships - for the teaching outcomes. Accordingly, emphasis is placed on the conditions which need to be provided in order for the highest level of interaction to be achieved between the main actors in the teaching process - students and teachers.
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Ciscell, Robert. "Increasing Teacher-Student Interaction." Middle School Journal 18, no. 3 (1987): 17–19. http://dx.doi.org/10.1080/00940771.1987.11494728.
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Sugai, George, and Timothy Lewis. "Teacher/Student Interaction Analysis." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 12, no. 4 (1989): 131–38. http://dx.doi.org/10.1177/088840648901200401.
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Irma, Ayuwanti, Marsigit, and Siswoyo Dwi. "Teacher-student interaction in mathematics learning." International Journal of Evaluation and Research in Education (IJERE) 10, no. 2 (2021): 660–67. https://doi.org/10.11591/ijere.v10i2.21184.
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Teacher-students interaction is one of the most important interactions in learning. Teacher-students interaction affects student understanding. However, in practice, there are still many lessons that have not applied teacher-students interaction properly. This study aimed to reveal teacher-student interaction in the mathematics learning process that affects students’ mathematical understanding. This study used a qualitative method with a phenomenological approach. The research subjects were eighth-grade junior high school students. Research data were obtained through observation, interviews, and documentation. Observations were conducted in the eighth grade and interviews were conducted with six students from the class. The students were interviewed to express their opinions concerning learning process interactions. The results of this study showed that teacher-student interaction has affected students’ mathematical understanding consists of: 1) The teacher transfers the material-the students attend to the material; 2) Question-answer amid teacher-students; 3) The teacher makes interesting learning strategies-students are actively involved in learning; 4) Teachers give awards-students receive awards.
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Juldiz, Kalmuratova. "The influence of class size on teacher-student interaction." International Journal of Pedagogics 5, no. 2 (2025): 53–55. https://doi.org/10.37547/ijp/volume05issue02-16.
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Class size is a significant factor influencing teacher-student interaction, affecting both academic performance and student engagement. This article explores the benefits and challenges of different class sizes. Research suggests that smaller classes enhance individualized attention, improve student participation, and foster better teacher-student relationships. In contrast, larger classes may limit interaction, making it difficult for teachers to provide personalized support. However, some scholars argue that teaching quality and instructional strategies play a more critical role than class size alone. Therefore, a balanced approach that integrates effective teaching methods can optimize teacher-student interaction in any classroom setting.
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Kim, Seonghun, Woojin Kim, Yeonju Jang, Seongyune Choi, Heeseok Jung, and Hyeoncheol Kim. "Student Knowledge Prediction for Teacher-Student Interaction." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 17 (2021): 15560–68. http://dx.doi.org/10.1609/aaai.v35i17.17832.
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The constraint in sharing the same physical learning environment with students in distance learning poses difficulties to teachers. A significant teacher-student interaction without observing students' academic status is undesirable in the constructivist view on education. To remedy teachers' hardships in estimating students' knowledge state, we propose a Student Knowledge Prediction Framework that models and explains student's knowledge state for teachers. The knowledge state of a student is modeled to predict the future mastery level on a knowledge concept. The proposed framework is integrated into an e-learning application as a measure of automated feedback. We verified the applicability of the assessment framework through an expert survey. We anticipate that the proposed framework will achieve active teacher-student interaction by informing student knowledge state to teachers in distance learning.
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Sainyakit, Paulus, and Yan Imam Santoso. "A Classroom Interaction Analysis of Teacher and Students by Using FIACS." Acitya: Journal of Teaching and Education 6, no. 1 (2024): 157–67. http://dx.doi.org/10.30650/ajte.v6i1.3825.
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Classroom interaction plays an important role in the teaching and learning process. It is because it involves the interaction between teacher, student and student-student in which they influence each other in the classroom interaction. It is also said that classroom interaction gives a chance to ask, to guess, to think even to the course material in order to make interaction between the teacher and students their selves in the classroom. This research is aimed to analyze the classroom interaction by using FIACS. This research is included as a quantitative content analysis design. This research involves a teacher and the 2nd semester students of STKIP Terang Bangsa. The observation is employed in this research as the method of collecting data. After that, the data would be calculated by using a formula. The results show that the Teacher Initiated category is the highest dominant in the classroom interaction. It has 3.422 or 95,50% out of 3.583 interactions in the classroom. Then, the Student-Initiated category has 161 or 4,50% of the total. Lastly, the Student-student initiated category has no interactions. Due to the limitations of the research, the researcher suggests that future research on this topic should involve more participants in interacting not only teacher to student but student to student, so the conclusion can be drawn more valid.
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Bischoff, Judith A., Sharon Ann Plowman, and Lawrence Lindenman. "The Relationship of Teacher Fitness to Teacher/Student Interaction." Journal of Teaching in Physical Education 7, no. 2 (1988): 142–51. http://dx.doi.org/10.1123/jtpe.7.2.142.
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The purpose of this study was to determine the relationship between teacher fitness and teacher/student interaction in the classroom. Eighteen experienced high school teachers volunteered as subjects. Subjects were divided into high-fit (HF) and low-fit (LF) categories by comparison with norms for their age and sex in sit-ups, sit-and-reach, percent body fat, and maximal aerobic power. Teacher/student classroom interaction was evaluated by coding audiotapes with the verbal portion of Cheffers’ Adaptation of Flanders’ Interaction Analysis System (CAFIAS). It was revealed that HF teachers spent less time asking questions and more time giving directions than LF teachers. Teachers initiated talk more in the morning, especially on Monday, and students talked more in the afternoon, especially on Friday. Students initiated more talk in the afternoon and were more unpredictable and noncontent oriented in both their initiated and responding behavior in the afternoon. There were no significant interactions between fitness level, day, and time. The current evidence does not support the hypothesis that physically fit teachers are clearly distinguishable from unfit teachers in terms of teacher/student interaction.
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Ciardiello, Angelo V. "Teacher Questioning and Student Interaction." Social Studies 77, no. 3 (1986): 119–22. http://dx.doi.org/10.1080/00220973.1944.11019798.
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Wang, Sandy I. Ching, and Eric Zhi Feng Liu. "Evaluation of Teacher-Student Interaction." International Journal of Distance Education Technologies 22, no. 1 (2024): 1–15. http://dx.doi.org/10.4018/ijdet.347216.
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Driving Taiwan's digital revolution, the DIGI Plus 2017-2025 policy, a cornerstone of the Smart Nation 2025 initiative (Executive Yuan, 2021), prioritized rural empowerment in education amidst COVID-19 challenges. In this study, the authors explored the impact of teacher-student relationships in remote teaching, emphasizing the critical role of high-quality connections transcending geographical boundaries. The authors identified factors influencing these relationships, such as interaction levels and student autonomy, and discussed the concept of transactional distance, a psychological gap due to spatial separation. Proposing face-to-face interaction activities, the authors conducted a survey involving 175 university students (e-tutors), revealing positive changes in teacher-student interaction post face-to-face activities. The authors' recommendations include continued activities, alignment with school calendars, and comprehensive e-tutor training for improved relationships.
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Tirumalasetty, Dr Jayasree, Dr Harini K. Dr. Harini K, Dr Shankar J. Dr. Shankar. J, and Dr Prakash M. Dr. Prakash. M. "Evaluation of Student and Teacher Interaction in Medical Education." International Journal of Scientific Research 2, no. 12 (2012): 464–67. http://dx.doi.org/10.15373/22778179/dec2013/144.
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Ayuwanti, Irma, Marsigit Marsigit, and Dwi Siswoyo. "Teacher-student interaction in mathematics learning." International Journal of Evaluation and Research in Education (IJERE) 10, no. 2 (2021): 660. http://dx.doi.org/10.11591/ijere.v10i2.21184.
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<span lang="IN">Teacher-students interaction is one of the most important interactions in learning. Teacher-students interaction affects student understanding.</span><span lang="IN">However, in practice, there are still many lessons that have not applied teacher-students interaction properly.</span><span lang="IN">This study aim</span><span lang="EN-US">ed</span><span lang="IN"> to reveal teacher-student interaction in the mathematics learning process that affects students’ mathematical understanding.</span><span lang="IN">This study use</span><span lang="EN-US">d</span><span lang="IN"> a qualitative method with a phenomenological approach.</span><span lang="IN">The</span><span lang="IN">research subjects were eighth-grade junior high school students. Research data were obtained through observation, interviews, and documentation.</span><span lang="IN">Observations were conducted in the eighth grade and interviews were conducted with six students from the class. The students were interviewed to express their opinions concerning learning process interactions. The results of this study show</span><span lang="EN-US">ed</span><span lang="IN"> that teacher-student interaction has affected students’ mathematical understanding consists of</span><span lang="EN-US">:</span><span lang="IN"> 1) The teacher transfers the material-the students attend to the material</span><span lang="EN-US">;</span><span lang="IN"> 2) Question-answer amid teacher-students</span><span lang="EN-US">;</span><span lang="IN"> 3) The teacher makes interesting learning strategies-students are actively involved in learning</span><span lang="EN-US">;</span><span lang="IN"> 4) Teachers give awards-students receive awards.</span>
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Putri, Stephanie Priyanto, Hendi Pratama, and Sri Wuli Fitriati. "Explanatory Study of Student-Teacher Interactions, Students’ Academic Motivation, and Teacher’s Motivation in English Classes." Celt: A Journal of Culture, English Language Teaching & Literature 23, no. 2 (2023): 201–24. http://dx.doi.org/10.24167/celt.v23i2.10524.
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This study aims to determine the relationship between student-teacher interaction, students' academic motivation, and the teacher's motivation in the eighth-grade English classroom. Quantitative and qualitative data on student-teacher interaction and academic motivation in English learning were collected using a questionnaire, observation, and interview. 137 eighth-grade students at Semarang's Karangturi junior high school in the academic year 2022-2023 were the subjects of this study. Using an observation sheet from Ottevanger (2001), it was determined to see to what extent the teacher uses student-teacher interaction to increase students' and teachers' academic motivation. A final interview is conducted with the English teacher to determine her perception of student-teacher interaction. The results demonstrate a correlation between student-teacher interaction and students’ academic motivation in English classes. The instructor utilizes these interactions by posing questions and issuing directives. Moreover, the instructor concurred that student-teacher interactions are highly beneficial for both students and instructors.
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Asbah, Asbah. "ANALYSIS OF CLASSROOM INTERACTION IN EFL CLASS." Linguistics and ELT Journal 3, no. 1 (2015): 137. http://dx.doi.org/10.31764/leltj.v3i1.822.
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This study was to find out classroom interaction types and how those types emerge in the language teaching process. The research design was a qualitative descriptive. Participants of the research were an English teacher and 25 eight grade students of MTs-Al Raisiyah Sekarbela. The results of the study showed that there were seven types of classroom interactions which were teacher-whole class, teacher- an individual student, teacher-groups of students, student- teacher, student-student, student-whole class, and student-groups of students. The interaction occurred through teacher talk, questioning, giving feedback and discussion.
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Relly, Sisma. "TYPES OF QUESTIONS USED BY ENGLISH TEACHERS AT SMP MUHAMMADIYAH 5 PADANG." RiELT Journal 7, no. 2 (2022): 149–56. http://dx.doi.org/10.15548/rielt.v7i2.4033.
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Class interaction is part of the communication between teachers and students that occurs in the class. To interaction with student in the classroom, should have conversation are the teacher and student. Interaction occurs when teachers and students have the same opportunity to talk in class. However, most classroom interactions are dominated by teacher talk. Therefore, as a teacher, choosing the type of conversation is important. As a type of teacher talk, the use of teacher questions is considered an appropriate way to encourage student responses while creating balanced interactions in the classroom. This is what influenced the researchers to conduct research at SMP Muhammadiyah 5 Padang, namely grade 8. The teacher in the class had difficulty interacting with students in the classroom. Therefore, he always tries to ask students questions to encourage student responses to create interaction in the classroom. This study is aimed to find out: first, the types of question used by English teacher at SMP Muhammadiyah 5 Padang. Second, The relation of questions to classroom interaction. To achieve that goal, the researcher used a qualitative method by conducting classroom observations, recording, and interview English teachers at SMP Muhammadiyah 5 Padang. The research shows that there are 32 questions in 2 hours of learning. Of the 32 questions,
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Le, Thu, Daniel Bolt, Eric Camburn, Peter Goff, and Karl Rohe. "Latent Factors in Student–Teacher Interaction Factor Analysis." Journal of Educational and Behavioral Statistics 42, no. 2 (2017): 115–44. http://dx.doi.org/10.3102/1076998616676407.
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Classroom interactions between students and teachers form a two-way or dyadic network. Measurements such as days absent, test scores, student ratings, or student grades can indicate the “quality” of the interaction. Together with the underlying bipartite graph, these values create a valued student–teacher dyadic interaction network. To study the broad structure of these values, we propose using interaction factor analysis (IFA), a recently developed statistical technique that can be used to investigate the hidden factors underlying the quality of student–teacher interactions. Our empirical study indicates there are latent teacher (i.e., teaching style) and student (i.e., preference for teaching style) types that influence the quality of interactions. Students and teachers of the same type tend to have more positive interactions, and those of differing types tend to have more negative interactions. IFA has the advantage of traditional factor analysis in that the types are not presupposed; instead, the types are identified by IFA and can be interpreted in post hoc analysis. Whereas traditional factor analysis requires one to observe all interactions, IFA performs well even when only a small fraction of potential interactions are actually observed.
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Hafizah Daulay, Siti Aisah Ginting, and PuanSuri Mira Annisa Sembiring. "ENGLISH CLASSROOM INTERACTION." GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed 13, no. 3 (2024): 50–63. https://doi.org/10.24114/gj.v13i3.65477.
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This study focused on teachers and students in English classroom interaction based on Sinclair and Coulthard’s Model. The aims of this study are (a) to find out the structures that occur in English classroom interaction based on Sinclair and Coulthard’s Model, (b) to describe how the exchanges are realized with the structures of the two teachers. This research used qualitative research. To answer the problems of the study, the data were collected in three ways by observing, recording and interviewing. The data were analyzed based on Sinclair and Coulthard’s Model (1975). The result of this study were the following, 1) there were three structures that occurred in English classroom interaction. The structures that occurred were initiation, response, and also feedback. There were 88 initiation, 95 responses, and 12 feedback of the overall utterances produced by teacher and students of XI Science 1. There were 111 initiation, 113 responses, and 15 feedback of the overall utterances produced by teacher and students of XI Social 1. 2) It was found that there were six types of exchanges which were realized with the structures between two teachers of two classes. The exchanges, namely: teacher elicit, teacher inform, teacher direct, student elicit, student inform, and check. In XI Science 1, it was found that the teacher inform was three, the teacher direct was three, the teacher elicit was sixty three, the student elicit was four, the student inform was one, and check was fourteen. In XI Social 1, it was found that the teacher inform was four, the teacher direct was fifteen, the teacher elicit was fifty three, the student elicit was three, the student inform was one, and check was thirty five.In teacher inform, teacher direct, teacher elicit, and check is started by the teacher initiate the students by informing, directing, and asking the question of the material to get the students’ response. In student elicit and student inform were started by the students initiate the teacher by informing, and asking the question of the material to get the teacher’s response or feedback.
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Roller, Cathy M. "Teacher-Student Interaction during Oral Reading and Rereading." Journal of Reading Behavior 26, no. 2 (1994): 191–209. http://dx.doi.org/10.1080/10862969409547845.
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In this article I report six case studies of interactions between less proficient readers and their teachers during oral reading and rereading. The questions were: Does children's reading accuracy determine teacher-student interaction patterns? Are there additional factors that explain differential interaction patterns? I determined whether the focus of teacher-student interactions shifted from decoding to meaning as accuracy rates improved with successive readings. Results indicated that a clear shift to a meaning focus occurred for one of five cases for which there were data. In the remaining cases, teacher-student interaction did not shift from decoding to meaning as accuracy improved. In one case, accuracy remained below a threshold level for achieving a meaning focus. For the others, the decoding focus decreased as accuracy improved but the shift from decoding did not lead to a focus on meaning. Children's control of meaning and teachers' focus on fluency goals, were influenced by the teachers' pursuit of alternative instructional goals. Accuracy was a critical factor in achieving meaning-focused teacher-student interactions in these case studies; however, the nature of text material and teachers' instructional goals also influenced the nature of teacher-student interactions.
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Lyster, Roy. "Negotiation in immersion teacher–student interaction." International Journal of Educational Research 37, no. 3-4 (2002): 237–53. http://dx.doi.org/10.1016/s0883-0355(03)00003-x.
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Pennings, Helena J. M., Mieke Brekelmans, Pamela Sadler, Luce C. A. Claessens, Anna C. van der Want, and Jan van Tartwijk. "Interpersonal adaptation in teacher-student interaction." Learning and Instruction 55 (June 2018): 41–57. http://dx.doi.org/10.1016/j.learninstruc.2017.09.005.
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Frolova, G. M. "Teacher-Student Interaction and Lesson Planning." Вестник Московского государственного лингвистического университета. Образование и педагогические науки, no. 3 (2022): 94–99. http://dx.doi.org/10.52070/2500-3488_2022_3_844_94.
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Leder, Gilah C. "Teacher student interaction: A case study." Educational Studies in Mathematics 18, no. 3 (1987): 255–71. http://dx.doi.org/10.1007/bf00386198.
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Shuxian, Wu. "Teaching Clarity, Teacher-Student Interaction, and Satisfaction in One Vocational College in China." Asia Pacific Journal of Management and Sustainable Development 12, no. 3 (2024): 134–45. https://doi.org/10.70979/kpxb8466.
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The research explored the interconnections among teaching clarity, teacher-student interaction, and student satisfaction within a vocational college setting in China. It posited that clear teaching, encompassing well-defined goals, comprehensive content delivery, effective teaching methods, and organized classroom management, fosters a conducive learning environment. A quantitative approach was adopted, utilizing a self-administered questionnaire distributed to 442 randomly selected students from four different majors in a vocational college. The questionnaire assessed teaching clarity, teacher-student interaction, and student satisfaction across various dimensions. The reliability of the measurement scales was evaluated using the Cronbach's alpha, ensuring internal consistency. The findings revealed that students generally perceived teaching clarity and teacher-student interaction positively. Specifically, clarity in teaching goals, content, methods, and classroom management were positively associated with various aspects of teacher-student interaction. Furthermore, these factors were also significantly correlated with student satisfaction, encompassing teacher-student interaction, the teaching environment, teaching style, and self-efficacy. Notably, significant differences were observed in students’ perceptions of teaching clarity, teacher-student interaction, and satisfaction across gender, major, and geographical origin. For instance, female students and those from rural areas reported higher satisfaction levels. The study highlights that enhancing teaching clarity and fostering positive teacher-student interactions can significantly improve student satisfaction in vocational colleges in China. The findings offer valuable insights for educators and administrators aiming to optimize teaching practices and promote educational equity.
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Jepps, Jepps, Shumaila Noreen, and Bushra Kazim. "Impact of teachers' emotional intelligence abilities on student motivation and their interaction with students in secondary school classrooms." Journal of Educational Psychology and Pedagogical Sciences 1, no. 1 (2022): 17–37. http://dx.doi.org/10.52587/jepps.v1i1.7.
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Emotional intelligence abilities are present in most persons, but they are not observable. They have an impact on our ability to control behavior, handle social challenges, and make effective personal choices. Teachers' emotional intelligence abilities are wonderful components of the teaching process. These are extremely important in terms of student motivation and the student-teacher interaction. Every student is different in terms of motivation and the student-teacher interaction. Similarly, some kids are able to form positive teacher-student interactions while others are unable. These gaps can be filled by a teacher's emotional intelligence skills. This study aimed to look at the Impact of teachers' emotional intelligence abilities on student motivation and their interaction with students in secondary school classrooms. The research was quantitative in nature. Data on emotional intelligence abilities of teachers, the teacher-student connection, and motivation of student was collected using a survey approach. SPSS-20 was used for the quantitative analysis. To examine the impact of a teacher's emotional intelligence abilities on student motivation and the teacher-student interaction, the Pearson Correlation Coefficient was used. The tables below show the data analysis and interpretations. The impacts of instructors' emotional intelligence competencies on student motivation and the student-teacher interaction were investigated using a regression test. The findings of this research indicated that emotional intelligence abilities of teachers have a substantial impact on student motivation and the student-teacher interaction
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Noreen, Shumaila, and Bushra Kazim. "Impact of teachers' emotional intelligence abilities on student motivation and their interaction with students in secondary school classrooms." Journal of Educational Psychology and Pedagogical Sciences 1, no. 1 (2022): 17–37. http://dx.doi.org/10.52587/jepps.v1i1.17.
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Emotional intelligence abilities are present in most persons, but they are not observable. They have an impact on our ability to control behavior, handle social challenges, and make effective personal choices. Teachers' emotional intelligence abilities are wonderful components of the teaching process. These are extremely important in terms of student motivation and the student-teacher interaction. Every student is different in terms of motivation and the student-teacher interaction. Similarly, some kids are able to form positive teacher-student interactions while others are unable. These gaps can be filled by a teacher's emotional intelligence skills. This study aimed to look at the Impact of teachers' emotional intelligence abilities on student motivation and their interaction with students in secondary school classrooms. The research was quantitative in nature. Data on emotional intelligence abilities of teachers, the teacher-student connection, and motivation of student was collected using a survey approach. SPSS-20 was used for the quantitative analysis. To examine the impact of a teacher's emotional intelligence abilities on student motivation and the teacher-student interaction, the Pearson Correlation Coefficient was used. The tables below show the data analysis and interpretations. The impacts of instructors' emotional intelligence competencies on student motivation and the student-teacher interaction were investigated using a regression test. The findings of this research indicated that emotional intelligence abilities of teachers have a substantial impact on student motivation and the student-teacher interaction.
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Song, Wenyu, Chenhong Zhang, and Mingli Gao. "Analysis Method for Teacher-Student Interaction in Online English Courses." International Journal of Emerging Technologies in Learning (iJET) 17, no. 09 (2022): 170–83. http://dx.doi.org/10.3991/ijet.v17i09.31371.
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In online learning, the teacher-student interaction mainly takes place in the form of themed discussion anytime, anywhere, and the posting and commenting on the theme. It is of great practical significance to select a proper behavior analysis method that effectively analyzes the mass data on teacher-student interaction. Taking online English courses as an example, this paper explores the teacher-student interaction during online learning. Firstly, the ant colony algorithm was adopted for cluster analysis of teacher-student interaction, and the analysis procedure was detailed. Next, the features of teacher-student interaction were illustrated from three aspects, namely, overall interaction on online learning platform, progress of themed discussion, and teacher-student interaction, in order to examine the teacher-student interaction model. Finally, the features were obtained for teacher-student interaction in themed discussion of online English courses.
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Saunders, Karyn. "Supporting Māori learners through bicultural teacher–parent partnerships using the PATI model." Set: Research Information for Teachers, no. 1 (May 28, 2024): 12–19. http://dx.doi.org/10.18296/set.1546.
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For partnerships between non-Māori teachers and Māori parents in English-medium education to productively support student learning, parents must first associate positive feelings with three layered interaction types involving their child’s teacher. The first interaction type is the teacher with their teacher self; the second is teacher–student interaction; the final is teacher–parent interaction. Māori parents’ perspectives on how teacher dispositions and actions facilitate positive feelings within these three intertwined interaction types make up the paddling along together interactions (PATI) model. It is suggested that this model be implemented in steps, ideally in collaboration with a colleague with whom to explore and celebrate.
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Wang, Xiaozhuan, Aminuddin Bin Hassan, How Shwu Pyng, and Han Ye. "Exploring the Influence of Teacher-Student Interaction Strength, Interaction Time, Interaction Distance and Interaction Content on International Student Satisfaction with Online Courses." International Journal of Learning, Teaching and Educational Research 21, no. 2 (2022): 380–96. http://dx.doi.org/10.26803/ijlter.21.2.21.
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Since the outbreak of COVID-19 in January 2020, international online courses in universities in China have begun to develop on a large scale. This study explores the related influencing factors of teacher-student interaction on international student satisfaction with online courses in Chinese universities. It reveals which aspects of teacher-student interaction in online classes positively correlate with international students' satisfaction. This study is of a quantitative nature with four (independent variables (IVs) and one dependent variable (DV). The four IVs are the four dimensions of teacher-student interaction, namely interaction strength (IS), interaction time (IT), interaction content (IC), and interaction distance (ID). The DV is international student satisfaction (ISS) with online courses. This study was conducted in a university in Zhejiang Province, China. To answer the questionnaire, one hundred international students who were unable to enter China during COVID-19 were selected by stratified random sampling. The study used SPSS 21 to conduct descriptive and multiple linear regression analysis on the collected quantitative data. A total of 93 valid questionnaire data was collected. The analysis results showed that both IVs (IC & ID) have a positive correlation with the DV (ISS). Therefore, under the condition of limited equal resources, online teachers may give priority to the teacher-student interaction factors that have the greatest impact on the satisfaction of international students, carefully design teacher-student interaction activities, and maximise the satisfaction of international students.
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Huang, Junjun, Meiyi Li, Shumin Wei, and Zhen He. "The Roles of Cultural Capital in Teacher–Student Interactions in China: A Qualitative Study of Students in Higher Vocational Colleges." Behavioral Sciences 13, no. 8 (2023): 690. http://dx.doi.org/10.3390/bs13080690.
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The theory of cultural capital has long been applied to explain academic achievement. This qualitative study investigated first-year students in higher vocational colleges and, taking this low cultural capital group as an example, explored how cultural capital has affected their past teacher–student interactions. Participants described their experience of interacting with their teachers. We found that these students primarily experienced authoritative and laissez-faire teacher–student interactions. Students’ embodied and institutionalized cultural capital profoundly affected different aspects of the teacher–student interaction. In modern China, vocational and academic education are of the same status, so teachers should modify their evaluations based solely on academic achievement. When interacting with students, teachers should be more understanding and interact in a more student-centred way. Teacher training programmes should also be reformed, and training for teachers in general and vocational schools should be distinguished.
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Sri Rahayuni, Ni Ketut. "TEACHING STRATEGIES FOR MULTICULTURAL STUDENTS AT BIPAS, UDAYANA UNIVERSITY." Lingual: Journal of Language and Culture 4, no. 2 (2017): 51. http://dx.doi.org/10.24843/ljlc.2017.v04.i02.p08.
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The relationship between teacher and student involves not just instruction, but interaction. When interaction fails because of teacher misperceptions of student behavior, instructional failure will often follow. This is in line with teaching BIPAS students who come from different countries. Teachers should use certain teaching strategies in order to meet the students’ need and make the learning process successful. The aims of this research are to find out the teaching strategies and the situation of students-teacher interactions and students-students interactions in multicultural classrooms of BIPAS Program, Udayana University in Bahasa Indonesia classes. Malone (2012) stated that communicative approaches and instructional techniques are required to teach second language. The data was collected through a classroom observation and the documentation method through video recording during the classroom interaction was done to get the supporting data. It was found that communicative approach through emphasis on learning to communicative through classroom interaction, and cooperative learning such as small group discussion and pair work/discussion become the effective teaching strategies used for multicultural students at BIPAS, Udayana University. Both teacher -student interaction and student-student interaction are applied for multicultural students in the classroom. Keywords: multicultural students, teaching strategies, interaction, communicative approach
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Li, Wenling,, and Bin, Liu. "Enhancing Teacher-Student Interaction Dynamics in Online Education: A Systematic Literature Review." Asian Journal of Education and Social Studies 51, no. 4 (2025): 348–58. https://doi.org/10.9734/ajess/2025/v51i41874.
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Background: Online learning is rapidly expanding, with increasing market size and user scale. However, the lack of teacher-student interaction remains a significant challenge. Identifying factors impacting teacher-student interaction can help improve online learning environments. Despite its importance, systematic research in this area is limited. This study addresses this gap by exploring factors influencing teacher-student interactions in online learning. Purpose: The aim of this study was to identify and categorize factors affecting teacher-student interaction in online learning. Methods: A systematic literature review was conducted using scientific publications in English and Chinese. Databases such as Scopus, PubMed, CNKI, ProQuest, Springer, and Google Scholar were searched for articles published up to 2022. The PRISMA guidelines were followed for article selection, and only articles with complete data and passing quality assessments were included. The final sample consisted of 33 articles published between 2015 and 2022. Results: The majority of participants (65%) were undergraduate students, and 58% of the studies employed quantitative methods to investigate factors influencing teacher-student interaction. The findings revealed that teacher-student interaction significantly impacts positive student outcomes, including satisfaction, motivation, academic achievement, and performance. Four Main Factors were Identified: (a) technological factors, (b) student individual characteristics, (c) teacher trait factors, and (d) course design factors. Conclusion: Existing research predominantly focuses on undergraduate students and employs quantitative methods, while qualitative approaches and perspectives from primary/secondary school teachers and lecturers are underrepresented. Future research should address these gaps by incorporating diverse viewpoints and methodologies to comprehensively explore factors influencing teacher-student interaction in online learning environments.
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Sason, Hava, and Avichai Kellerman. "Teacher-Student Interaction in Distance Learning in Emergency Situations." Journal of Information Technology Education: Research 20 (2021): 479–501. http://dx.doi.org/10.28945/4884.
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Aim/Purpose: The goal of this study was to examine which of the types of teacher-student interactions found in previous studies by Kang (2009) and Kang and Im (2013) during distance learning in routine situations, were also found in times of emergency, specifically during the COVID-19 pandemic, and whether these interactions differed between students with regard to the extent and nature of each type of interaction. Background: Teacher-student interactions during learning in general and particularly in distance learning has an impact on students’ satisfaction, motivation, and ability to contend with learning assignments. As learning in times of emergency poses additional, unique challenges, teacher-student interactions may be affected as well. Methodology: The participants in the study were 591 undergraduate students from different departments in a teaching college, who answered an opinion survey after completing a semester of distance learning due to the COVID-19 pandemic. Qualitative textual content analysis was performed on students’ answers to open-ended questions about the nature of their interaction with their teachers. The students’ answers were divided and analyzed according to the answers they gave on a separate questionnaire on self-regulation in learning. Contribution: The findings of this study can offer a theoretical contribution to understanding the different types of teacher-student interactions in distance learning in emergency situations, their frequency, and how they are connected to students’ self-regulation. From the practical perspective, the study highlights the importance of this interaction, especially in times of emergency, and offers practical insights for teachers in academia and in general. Findings: The study’s findings reflect students’ critical need for interaction with their teachers in emergency distance learning. The students reported different types of interaction with their teachers during the COVID-19 period. The most common form of interaction was instructional communication (Q&A), which mainly took place via email, though students would have preferred WhatsApp. The least common form of interaction was social intimacy. Students with a high level of self-regulation were more likely to report on interaction with the teacher, and to take more responsibility for whether or not interaction occurred. Recommendations for Practitioners: Considering the findings of this study, colleges and universities should invest in training and encouraging teachers to engage in different types of interaction with their students. It is important for teachers to be aware of the need for these types of interaction. Encouraging teacher-student interaction in teachers’ training colleges (where this study was carried out) is also important, as it may affect the teaching methods used by the students when they become teachers in the future and, consequently, influence the entire education system. Recommendation for Researchers: Research of teacher-student interaction in distance learning should take into account the unique characteristics and challenges posed by this type of learn-ing in times of emergency, as found in this study. Additional technological and pedagogic tools should be developed to improve teacher-student interaction so that it meets the students’ expectations during routine and emergency times alike. Impact on Society: Studies have found that teacher-student interaction is one of the greatest contributors to students’ motivation and satisfaction and to their ability to cope with learning assignments. As distance learning has become widespread and inevitable in times of emergency or crisis, which may occur again in the future, improving interaction during distance learning in an emergency is very important. This may improve the learners’ ability to maintain their regular learning routine despite the emergency situation. Future Research: It is recommended to expand the research method and examine the data using in-depth interviews and questionnaires. It is also worth comparing the findings of this study with findings of similar studies among students in colleges and universities other than teachers’ training colleges, graduate students, and students of different ages.
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Sinaga, Dameria. "Teacher-Student Interaction Models: Effective Strategies for Increasing Student Participation and Motivation." JTP - Jurnal Teknologi Pendidikan 26, no. 3 (2024): 1052–66. https://doi.org/10.21009/jtp.v26i3.50372.
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Effective teacher-student interactions are pivotal in fostering an engaging and motivating learning environment. Despite recognizing their importance, educators often seek evidence-based strategies to enhance student participation and motivation consistently. This study identifies and evaluates various teacher-student interaction models to determine their effectiveness in increasing student participation and motivation within diverse educational settings. Employing a quantitative methods approach, the research involved 150 teachers and 1,200 students across multiple secondary schools in East Jakarta Indonesia. Quantitative data were collected through structured surveys measuring student engagement and motivation levels, while qualitative insights were garnered from semi-structured interviews and classroom observations. Statistical analyses, including ANOVA and regression models, were utilized to assess the impact of different interaction strategies. Thematic analysis was conducted on qualitative data to identify recurring patterns and contextual factors influencing outcomes. The findings indicate that interaction models emphasizing collaborative learning and personalized feedback significantly enhance student participation and motivation. Specifically, strategies such as the Socratic Method and Flipped Classroom demonstrated a 25% and 30% increase in student engagement metrics, respectively. Additionally, the integration of technology-mediated interactions was found to foster higher levels of student motivation compared to traditional instructional methods. Qualitative data revealed that teachers' interactive and student-centered approaches made students feel more valued and empowered.
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Kurniatillah, Ratu Erlinda, Didin Nuruddin Hidayat, Nida Husna, and Alek Alek. "Teacher-student interaction in English classroom setting." Journal of Applied Studies in Language 6, no. 1 (2022): 53–63. http://dx.doi.org/10.31940/jasl.v6i1.391.
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This study aimed at finding the types of teacher talk and learner talk that occur in the classroom. The research design was a descriptive qualitative method. The data source of this method was the English teachers who teach ninth-grade students of 176 Junior High School Jakarta. The data collection technique of this research was doing observation classroom and conducting an interview. The objective of this research was (1) To find out the types of teacher interaction that occur in the classroom (2) To find out the types of students interaction that occur in the classroom. This study applied observation and interviews in collecting the data. The result of the research showed the teacher-student interaction was interactive. The teacher used the teacher to talk to deliver material to the students, and students responded to the teacher. The aspect of the teacher talk employed 3 categories, and the learner employed 3 categories in the classroom interaction during the teaching-learning process. Teacher talk occurs in the classroom is lecturing, especially giving facts or opinions about content procedures and Giving their explanation. Students talk occurs in the classroom is students talk initiation specially Expressing own ideas and the interaction between teacher and students in the classroom interaction interactive they made good interaction each other.
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Dolan, Alyson Lavigne, and Mary Mccaslin. "Student Perceptions of Teacher Support." Teachers College Record: The Voice of Scholarship in Education 110, no. 11 (2008): 2423–37. http://dx.doi.org/10.1177/016146810811001109.
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Background/Context Working theories about student goal orientation, understanding of intelligence, and affective mediation of task engagement inform current beliefs about students and learning and motivation. Much research has focused on identifying effective teaching strategies to raise the achievement of disadvantaged students; however, less is known about how students who attend high-poverty schools conceptualize school and teachers, and motivation and learning. Our study draws from literature on student motivation and learning to understand how students who attend Comprehensive School Reform (CSR) schools think about motivation and learning. Research Question We examined students’ responses to pictures of student-teacher interaction to understand how students who attend CSR schools think about motivation and learning. Story analysis was guided by the following questions: How do student stories portray student-teacher interaction? Specifically, what interpersonal supports and opportunities do they describe? What motivational systems are attributed to story characters? What are their challenges, behaviors, and goals? How do the story characters feel and manage their emotions? Population Students (N = 174) in Grades 3–5 who attended three CSR schools. Research Design Data collection consisted of student stories in response to a picture of student-teacher interaction. Project instruments and procedures are an adaptation of the Thematic Apperception Test (TAT). Conclusions Results suggest that students in these CSR schools held positive beliefs about their teachers and classroom learning. Story content analyses indicated that students’ perceptions of student-teacher interaction reflect a concern with achievement rather than affiliation. Achievement goals of story characters primarily concerned correctness; understanding and volitional engagement also were expressed. Story characters primarily were portrayed as compliant, optimistic, and relatively positive about their interaction with their teacher and their learning. In approximately one third of the narratives, story characters struggled with problems of varied magnitude; however, in half of these stories, characters were able to navigate solutions and overcome negative emotions and obstacles.
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Berisha Kida, Edona, and Theodhori Karaj. "Development of an Albanian Version of the Questionnaire on Teacher-Student Interaction." Center for Educational Policy Studies Journal 10, no. 3 (2020): 145–69. http://dx.doi.org/10.26529/cepsj.451.
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A questionnaire for studying teacher-student interaction in Albanian contexts was developed with extensive coverage in the field of educational psychology. The purpose was to adapt and develop an Albanian version of the widely used tool, the Questionnaire on Teacher-Student Interaction. The teacher-student relationship has been found to be very significant in many studies. Students’ academic achievements, emotional and social development, classroom group dynamics, and school dropouts are just some of the issues to be influenced by the nature of the established teacher-student relationship. To better measure students’ perceptions of teachers, clinical scientific data on personality interactions have been adapted and transferred to the contexts of education. With a sample of 300 subjects, the Questionnaire on Teacher-Student Interaction underwent necessary procedures and statistical analyses. Consequently, the original American version of 64 items resulted in 54 items in the Albanian version. Results confirm the reliability and validity of the questionnaire in the Albanian language and reconfirm its general usage for diverse cultures and contexts. Finally, through this study, the dimensions of teacher-student interactions were also measured and documented in the Kosovo context.
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Sari, Fatimah Mulya. "Patterns of Teaching-Learning Interaction in the EFL Classroom." TEKNOSASTIK 16, no. 2 (2019): 41. http://dx.doi.org/10.33365/ts.v16i2.139.
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The successfullness of teaching-learning process is highly influenced by the patterns of interactions appeared in the classroom activities. Through this case study, the purpose of this paper is to explore the patterns of interaction during teaching and learning proccess. Two accellerated classes were observed and recorded to gain the data. The findings revealed that the patterns of interaction emerged in the first class were group work, choral responses, closed-ended teacher questioning (IRF), individual work, student initiates-teacher answers, open-ended teacher questioning, and collaboration. Meanwhile, the patterns of interaction in the second class showed closed-ended teacher questioning (IRF), open-ended teacher questioning, choral responses, student initiates-teacher answers, group work, and individual work pattern. The patterns of interaction were produced from teacher and student(s) and/or student(s) and student(s) in relation to the teacher talk and the students talk categories used during learning activities. These patterns were produced constantly. They are to show that the teaching-learning process was not always dominated by the teacher. Most students actively participate as well in any classroom activity. Thus, these patterns absolutely increase the students talk and students’ participation in the class. It is necessary for teachers to reorganize the active activities which might foster more interaction in the classroom.Key Words: EFL Classroom, patterns of interaction, teaching-learning process.
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Febriansyah, Riyan. "The Power of Politeness Strategies in EFL Student-Teacher Interaction: Teacher’s Gender Perspective." IJET (Indonesian Journal of English Teaching) 10, no. 2 (2021): 125–35. http://dx.doi.org/10.15642/ijet2.2021.10.2.125-135.
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The nature of student-teacher interaction is often influenced by the teachers’ actions and utterances. In fact, student-teacher interaction could be felt like either threatening or enjoyable. Teachers’ politeness will result in enjoyable student-teacher interaction. Very few studies about politeness on the teachers’ gender perspectives have been conducted. Therefore, this study is aimed to investigate the kinds of politeness strategies used by male and female teachers in powering EFL classroom, and to elaborate how the power of politeness strategies run the EFL student-teacher interaction. The participants are several teachers and students who conduct the English Intensive Course Program in an undergraduate university. Many students-teacher interactions using English are found in those course program, since the courses require the classroom participants to communicate in English. This research followed qualitative research design and used observation to collect data. Applying Brown and Levinson’s theory of politeness, the results show that politeness strategies bring a lively and friendly atmosphere during the classroom interaction. Specifically for female teachers who mostly use positive politeness strategy, they build more interaction with the student rather male teachers. Positive politeness strategy focused on the students’ positive face by expressing the number of utterances that want to be listened to by the students. It keeps students to have willingness to communicate so that the student-teacher interaction in EFL classroom can be maximized.
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Sari, Mike Nurmalia. "CLASSROOM INTERACTION PATTERNS AND TEACHERS-STUDENTS PERCEPTIONS ON ENGLISH CLASSES AT SMAN 2 BUKITTINGGI WEST SUMATRA." Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni 19, no. 2 (2018): 149. http://dx.doi.org/10.24036/komposisi.v19i2.10037.
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This article aims to describe the results of research on interaction patterns and characteristics of classroom interaction in teaching and learning activities in English class in Bukittinggi West Sumatera, as well as perceptions of students and teachers to the interaction. This research type is descriptive and research data is classroom discourse between teacher and student when studying English, as well as questionnaire of student and teacher to class interaction. Participants are 4 English teachers with 3 meetings for each teacher (12 meetings). The research used classification theory of class interaction type from Lindgren (1981), Wajnryb (1992), and El-Hanafi (2013), while for interaction characteristics used Flanders' Interaction Analysis Code (FIAC) model. The results of this study indicate that the dominant interaction pattern is teacher-student with one way traffic interaction, while the dominant interaction characteristic is the cross content. From teacher perception, dominant interaction pattern is student-student interaction and dominant interaction characteristic is teacher support. Whereas from student perception, dominant interaction pattern is teacher-student with two-way traffic interaction, and characteristic of dominant interaction is content cross. It can be concluded that the interaction pattern and the interaction characteristics that occur in the teaching and learning process are strongly influenced by the material and skills taught by the teacher
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Mwamakula, Frank. "Influence of Mentor-Mentee Interaction Patterns on Student Teachers’ Learning to Teach in Public Secondary Schools During Teaching Practicum." East African Journal of Education Studies 7, no. 3 (2024): 151–63. http://dx.doi.org/10.37284/eajes.7.3.2072.
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This study examined the contribution of mentor-mentee interaction patterns on student teachers’ learning to teach during Teaching practicum (TP). The study objectives are: (i) to understand the interaction patterns between mentor teachers and student teachers during teaching practicum, (ii) to establish how those interaction patterns develop student teachers’ learning to teach. This study adopted a qualitative research approach using in-depth face-to-face interviews conducted twice for each interviewee of not less than forty (40) minutes as part of data collection. The interviews were carried out to six (6) third-year student-teachers who were posted in two neighbouring public secondary schools as their TP sites. The study found that: Mentorship relies much on interpersonal relationships and interaction patterns between student teachers and their mentor teachers. Four (4) possible interaction patterns in TP stations were identified. In practice, there is mentor teacher – student teacher, student teacher – students, student-teacher - student teacher, student teacher – resources interactions. Teacher education programs, policies, and documents recognize and have been stressing the importance and role of mentoring in student teachers, as part of their professional development. Student teachers have had higher expectations of the teachers they want to be in the future, but their way through mentor support is unclear and once they face “reality shock” during TP their efficacy becomes low. This leads to less motivation for a teaching career and increases the attrition rate of future teachers. In-service teachers do not assume the crucial role of assisting student teachers in learning to teach. In such circumstances, some student teachers have been struggling to develop their professional future due to limited mentorship in secondary schools. The study recommends enhanced teacher training programs and continuous in-service professional development models to accommodate sensitive mentorship skills
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Riyanto, Mad. "Building Student Teacher Interaction Pattern in EFL-CLT Classroom." Journal of English Teaching, Literature, and Applied Linguistics 2, no. 2 (2018): 76. http://dx.doi.org/10.30587/jetlal.v2i2.2465.
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One of the priorities of language teachers is to ensure classes are interesting and engaging. Learners’ different backgrounds and individual preferences, however, make each class unique. The objective of EFL classroom adopting Communicative language teaching (CLT) approach is to be fluent and communicative competence in genuine communication (Hatch1978; Nunan, 1987). In this context, EFL teachers play a pivotal role in creating a comfortable environment to persuade the students in communicative interaction. By a good communication between the teacher and students the teaching learning process will be more effective. The teachers can motivate and encourage students to communicate with them well, if interaction has been done. Teachers as the source of second language or foreign language should give meaningful interactions to the students. Krashen(1981,1985) states to facilitate such meaningful interactions, EFL teachers serve as a source of L2 input to the students. The writer attempts to build the pattern of student teacher interaction and reveals the factors inhibit teachers to interact with students.
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kizi, Saydullaeva Munisa Abduvali. "ONLINE PLATFORMS AND TEACHER-STUDENT INTERACTION: COMPARING ENGAGEMENT LEVELS IN ONLINE AND OFFLINE LANGUAGE CLASSES." Journal of Social Sciences and Humanities Research Fundamentals 4, no. 9 (2024): 27–30. http://dx.doi.org/10.55640/jsshrf-04-09-05.
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This article examines the dynamics of teacher-student interaction in online versus offline language education, particularly in light of the recent shift toward digital platforms spurred by the global pandemic. It explores how online environments impact engagement levels, comparing the immediacy and spontaneity of interactions in traditional classrooms with the structured communication necessitated by online platforms. The analysis highlights key factors influencing engagement, including the frequency and quality of interaction, student motivation, and the advantages of flexibility and accessibility offered by online learning. Findings suggest that while offline classrooms promote rich, immediate interactions, online platforms can enhance engagement through personalized learning opportunities and diverse resources. The study underscores the need for further research to optimize these technologies in fostering meaningful teacher-student interactions in both settings.
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Park, Jung Kil, and Kyunghwa Lee. "Development of a Teacher Coaching Model for Teacher-Student Interaction." Korean Journal of Educational Psychology 32, no. 4 (2018): 597–621. http://dx.doi.org/10.17286/kjep.2018.32.4.01.
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Szabó L., Dávid, and Kinga Horváth. "Comparison of the Opinions of High School Students, Teachers, Parents and Pedagogue Students on Ideal Teacher Interaction." European Journal of Contemporary Education and E-Learning 3, no. 2 (2025): 157–70. https://doi.org/10.59324/ejceel.2025.3(2).14.
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Based on Leary’s interpersonal model (Interpersonal Circumplex), Wubbels elaborated the scheme of interpersonal behaviour that was completed by questionnaires (Questionnaire on Teacher Interaction (QTI)). In this study, we compare the results of our previous research regarding the ideal teacher interaction. We would like to highlight the significant differences between the opinions of parents, teachers, high school students, and pedagogue students. Teacher interaction in the classroom is extremely important because quality teacher-student classroom interaction is crucial in promoting student learning, and research using the QTI measurement tool in the classroom environment has contributed significantly to the understanding of the complex interactions of teaching.
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Karjo, Clara Herlina. "Which Teacher-Student Interaction Triggers Students’ Uptake." Humaniora 6, no. 3 (2015): 348. http://dx.doi.org/10.21512/humaniora.v6i3.3361.
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The pattern of interaction between the teacher and the students will determine the students’ uptake (i.e. the students’ incorporating correction into an utterance of their own). This paper examines the type of teacher-student interaction which will likely trigger the students’ uptake. The data was taken from the recordings of 10 non-native English lessons at university level and different types of subjects (literature, grammar, discourse, semantics, and classroom management). 500 minutes of lessons were transcribed and 50 focus on form episodes were chosen to be analyzed. The study revealed that the dominant type of interaction was reactive focus on form which was followed by metalinguistic feedback.
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Reinke, Wendy M., Keith C. Herman, and Lori Newcomer. "The Brief Student–Teacher Classroom Interaction Observation." Assessment for Effective Intervention 42, no. 1 (2016): 32–42. http://dx.doi.org/10.1177/1534508416641605.
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Anderson, Fred E. "Intercultural (mis)communication in teacher-student interaction." World Englishes 37, no. 3 (2018): 398–406. http://dx.doi.org/10.1111/weng.12326.
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Hall, Joan Kelly, and Meghan Walsh. "10. TEACHER-STUDENT INTERACTION AND LANGUAGE LEARNING." Annual Review of Applied Linguistics 22 (March 2002): 186–203. http://dx.doi.org/10.1017/s0267190502000107.
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This chapter reviews literature on recent developments in teacher-student interaction and language learning. Based on a sociocultural perspective of language and learning, the studies are drawn from three types of classrooms: first language classrooms; second language classrooms, which include contexts in which the language being learned in the classroom is also the language of the community; and foreign language classrooms. Foreign language learning contexts are those in which exposure to and opportunities for target language interaction are restricted for the most part to the language classroom. Across these three areas, attention is given to studies that investigate the specific means used in teacher-student interaction to promote language learning.
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Schempp, Paul, Bryan McCullick, Peter St Pierre, Sophie Woorons, Jeongae You, and Betsy Clark. "Expert Golf Instructors' Student-Teacher Interaction Patterns." Research Quarterly for Exercise and Sport 75, no. 1 (2004): 60–70. http://dx.doi.org/10.1080/02701367.2004.10609134.
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Holloway, Geoff. "The Normative Dimensions of Teacher/Student Interaction." South Pacific Journal of Teacher Education 22, no. 2 (1994): 189–205. http://dx.doi.org/10.1080/0311213940220208.
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