Comparing classroom interactive behaviors of science and non-science pre-service teachers.

  • Bergman D
  • Morphew J
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Abstract

This study compared classroom interactive behaviors of science pre-service teachers and pre-service teachers of other subjects. Participants included pre-service teachers enrolled in a general methods course for secondary educators and its school-based fieldwork counterpart. Statistical tests found that science pre-service teachers had fewer incidents of "teacher talk" (lecturing, giving directions), and more frequently asked closed-ended questions than their non-science counterparts. There was no significant difference in the frequency of asking open-ended questions or with types of responding behaviors. Implications include the important role of teacher preparation programs and faculty in exposing future teachers to pedagogical strategies necessary for effective instruction. (PsycINFO Database Record (c) 2014 APA, all rights reserved) (journal abstract)

Author-supplied keywords

  • *Preservice Teachers
  • *Schools
  • *Teacher Education
  • *Teaching
  • Classrooms

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Authors

  • Daniel Bergman

  • Jason Morphew

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