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

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.