Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
11032929 | Teaching and Teacher Education | 2018 | 12 Pages |
Abstract
To support individual learning, teachers have to accurately judge student characteristics such as pre-achievement and self-concept of ability as pre-requisites for learning (Corno, 2008). This study investigated whether teacher judgment accuracy in interplay with student characteristics was predictive for verbal teacher-student interactions. A video study of NSâ¯=â¯348 students in NCâ¯=â¯18 mathematics classrooms was conducted. Multilevel analyses showed that student self-concept was predictive of verbal teacher-student interactions. In addition, adaptive teacher questions were observed for students with lower pre-achievement. Conclusions with regard to adaptive functions of teacher judgment accuracy in the process of teaching are drawn.
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Authors
Maralena Pielmeier, Sina Huber, Tina Seidel,