Enhancing Student-teachers' Learning and Reflection on Their Interpersonal Classroom Behaviour

Atara Sivan, Dennis W K Chan

Research output: Chapter in book/report/conference proceedingChapter

Abstract

This project aimed at enhancing student-teachers’ interpersonal relationships in the classroom by arousing their awareness of these relationships from their own perspective and from their pupils’ perspective. Twenty-one student-teachers participated in two cycles of action learning to identify their patterns of interpersonal classroom behaviour. Each cycle involved completing the Questionnaire on Teacher Interaction (QTI), soliciting feedback from pupils and reflecting on the profiles constructed from the QTI. Results indicated that student-teachers were perceived as exhibiting more leadership, friendliness and understanding than uncertain, dissatisfied and admonishing behaviour. Some changes in student-teachers’ interpersonal behaviour were identified from cycle 1 to cycle 2 of action learning. Feedback solicited from student-teachers indicated that the project enhanced their professional development and contributed to their understanding of interpersonal classroom behaviour in classroom interactions.
Original languageEnglish
Title of host publicationStudies on Teaching and Learning
EditorsAtara Sivan, Dennis Wai Keung Chan, Eva Y W Wong
Place of PublicationHong Kong
PublisherPearson Education Asia
Chapter12
Pages143-152
Number of pages10
Volume3
ISBN (Print)9789882324121
Publication statusPublished - Jun 2014

User-Defined Keywords

  • Interpersonal teacher behaviour
  • Questionnaire on Teacher Interaction
  • Student-teachers
  • Action learning
  • Teaching education

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