Student-Teachers' Verbal Communication Patterns during Their Teaching Practice in "Studies for the Environment" Subject in Early Greek Primary Classes

Autor/inn/en	Malandrakis, George; Karagianni, Aggeliki; Pani, Dimitra
Titel	Student-Teachers' Verbal Communication Patterns during Their Teaching Practice in "Studies for the Environment" Subject in Early Greek Primary Classes
Quelle	In: European Journal of Teacher Education, 39 (2016) 4, S.491-506 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2016.1225716
Schlagwörter	Verbal Communication; Elementary School Teachers; Foreign Countries; Student Teachers; Emotional Response; Class Size; Instructional Program Divisions; Elementary School Students; Questioning Techniques; Classroom Communication; Observation; Statistical Analysis; Qualitative Research; Greece + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Emotionales Verhalten; Klassengröße; Befragungstechnik; Fragetechnik; Klassengespräch; Beobachtung; Statistische Analyse; Qualitative Forschung; Griechenland
Abstract	This study explores the quality of student-teachers' (STs') verbal communication during their teaching practice on the "Studies for the Environment" subject, and identifies potential factors affecting it. Forty-one teaching sessions were analysed revealing that STs dominate classroom talking by having almost an equal number of utterances with their students. Moreover, only about one-third of STs' sentences are questions, with the majority of them being factual (38%), while probing (18%), higher order (18%) or divergent (6%) questions were much less frequent. In addition, although teaching sessions were addressed to very young children (6-9 years old), only a minor percentage of questions were stimulating their emotions (5%). STs' questioning seems to be independent from the class size, grade level and topic of instruction, while STs' expressed utterances are significantly higher in smaller classes. A classroom verbal communication pattern was also developed from the available data; however, it is confined within the Greek context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01