Is teacher judgment accuracy of students’ characteristics beneficial for verbal teacher-student interactions in classroom?

Maralena Pielmeier, Sina Huber, Tina Seidel

Research output: Contribution to journalArticlepeer-review

19 Scopus citations

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 NS = 348 students in NC = 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.

Original languageEnglish
Pages (from-to)255-266
Number of pages12
JournalTeaching and Teacher Education
Volume76
DOIs
StatePublished - Nov 2018

Keywords

  • Pre-achievement
  • Self-concept of ability
  • Teacher judgment accuracy
  • Teacher-student interaction

Fingerprint

Dive into the research topics of 'Is teacher judgment accuracy of students’ characteristics beneficial for verbal teacher-student interactions in classroom?'. Together they form a unique fingerprint.

Cite this