A Comparative Study on the Quality of Classroom Teacher-Student Interaction between Novice and Expert Teachers of Elementary School Mathematics
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Ning Gao, Quan Chen
Using the Classroom Teacher-Student Interaction Assessment System as a research tool, we observed and recorded the classroom teacher-student interaction between novice teachers and expert teachers, and conducted statistical and data analysis on the quality of teacher-student interaction from the perspectives of overall level of teacher-student interaction, emotional support, classroom organization, and teaching support. The gaps between teachers at different stages of professional development were explored, and finally, suggestions were given in three aspects.
Elementary School Mathematics, Novice Teachers, Expert Teachers, CLASS, Classroom Student-teacher Interaction