A Dynamic Systems Analysis of Classrooms: Teacher Experience and Student Motivation

Autor/inn/en	Ghafarpour, Hajar; Moinzadeh, Ahmad
Titel	A Dynamic Systems Analysis of Classrooms: Teacher Experience and Student Motivation
Quelle	In: Learning Environments Research, 23 (2020) 1, S.101-116 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-019-09293-y
Schlagwörter	Teacher Student Relationship; Interaction; Systems Analysis; Experienced Teachers; Teaching Experience; Beginning Teachers; Student Motivation; Predictor Variables; Teacher Behavior + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; System analysis; Systemanalyse; Junior teacher; Junglehrer; Schulische Motivation; Prädiktor; Teacher behaviour; Lehrerverhalten
Abstract	In this study, classrooms were regarded as systems in which the teacher and students interact in context and behaviors of the teacher and students affect each other mutually in a cyclical or spiral manner. We attempted to capture nuances of interactional pattern that are not readily visible through the product-oriented approaches. To analyse classroom interaction dynamically and in real time, the State Space Grid technique was applied. Two pairs of teachers were especially focused on. One pair involved most versus least experienced teachers and the other was teachers whose students have highest versus lowest mean scores in motivation. The content and structure of teachers' interpersonal behaviours in the class were analysed in terms of Communion and Agency based on the Model on Interpersonal Teacher Behaviour. It was found that, for students' motivation, the effects of Communion were somewhat stronger, although Agency had its own role as the identified attractors imply. Additionally, classes of less and more experienced teachers differed primarily with respect to their structure and predictability (i.e. behaviours of the less experienced teacher had higher dispersion and entropy and behaviours of more experienced teacher were more predictable and consistent even to the extent that they sometimes seemed monotonous, especially when they were compared with the behaviours of the teacher of the most motivated class. This study has implications for enhancing the communicative ground of the class and teachers' and students' wellbeing and motivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01