Communication and Interaction Practices in Czech Classrooms with a Teaching Assistant

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18440%2F24%3A50021218" target="_blank" >RIV/62690094:18440/24:50021218 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.mdpi.com/2071-1050/16/3/989" target="_blank" >https://www.mdpi.com/2071-1050/16/3/989</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3390/su16030989" target="_blank" >10.3390/su16030989</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Communication and Interaction Practices in Czech Classrooms with a Teaching Assistant

Popis výsledku v původním jazyce

The presented study focuses on pedagogical communication and interaction occurring in teaching with the presence of a teaching assistant. The aim was to enhance understanding of pedagogical communication and interaction in these classrooms. To achieve this goal, an analysis of teaching sessions was undertaken from the perspective of activities (interactions and communication) as-sumed by the teaching assistant during instruction. The research methodology relies on standard-ized observation, specifically employing the Flanders Interaction Analysis System, which investi-gates communication and interaction within the classroom environment. For observing teaching sessions with teaching assistants, 16 categories were developed and refined through pilot testing. Validation was conducted using video analysis. In total, 15 teaching sessions were recorded and subsequently analyzed. Specialized software Codenet was utilized for video data analysis, with a set time interval of 3 s. The data analysis revealed several crucial insights into the communication and interaction of teaching assistants and teachers in an educational context. Some categories, such as the preparation of teaching aids and those related to passivity, predominate, while others, including active involvement in teaching or introducing new educational content, are notably ab-sent. Understanding these patterns may lead to optimizing the role of the teaching assistant in supporting individual students and classroom dynamics. The article discusses inclusive practices of teaching assistants, without distinguishing between students with special educational needs and typically developing peers. Inclusive education promotes social and environmental sustainability by fostering a sense of belonging and equality among students.

Název v anglickém jazyce

Communication and Interaction Practices in Czech Classrooms with a Teaching Assistant

Popis výsledku anglicky

The presented study focuses on pedagogical communication and interaction occurring in teaching with the presence of a teaching assistant. The aim was to enhance understanding of pedagogical communication and interaction in these classrooms. To achieve this goal, an analysis of teaching sessions was undertaken from the perspective of activities (interactions and communication) as-sumed by the teaching assistant during instruction. The research methodology relies on standard-ized observation, specifically employing the Flanders Interaction Analysis System, which investi-gates communication and interaction within the classroom environment. For observing teaching sessions with teaching assistants, 16 categories were developed and refined through pilot testing. Validation was conducted using video analysis. In total, 15 teaching sessions were recorded and subsequently analyzed. Specialized software Codenet was utilized for video data analysis, with a set time interval of 3 s. The data analysis revealed several crucial insights into the communication and interaction of teaching assistants and teachers in an educational context. Some categories, such as the preparation of teaching aids and those related to passivity, predominate, while others, including active involvement in teaching or introducing new educational content, are notably ab-sent. Understanding these patterns may lead to optimizing the role of the teaching assistant in supporting individual students and classroom dynamics. The article discusses inclusive practices of teaching assistants, without distinguishing between students with special educational needs and typically developing peers. Inclusive education promotes social and environmental sustainability by fostering a sense of belonging and equality among students.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Sustainability

ISSN

2071-1050

e-ISSN

2071-1050

Svazek periodika

16

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

11

Strana od-do

"Article number: 989"

Kód UT WoS článku

001160047500001

EID výsledku v databázi Scopus

2-s2.0-85184495274