Examining the nature of teacher interactions in a collaborative inquiry-based classroom setting using a Kikan-Shido lens. (2021)

• Record Type: Journal Article
• Authors: Kriewaldt, Jeana; Robertson, Lucy; Ziebell, Natasha; Di Biase, Rhonda; Clarke, David
• Is Part Of: International journal of educational research. Volume 108(2021)
• Publication Date: 2021
• Subjects: Role of the teacher -- Inquiry learning -- Learner guidance -- Instructional support -- Geography education -- Kikan-Shido; Education -- Evaluation -- Periodicals; Curriculum evaluation -- Periodicals; Education -- Periodicals; Program Evaluation -- Periodicals; Éducation -- Évaluation -- Périodiques; Programmes d'études -- Evaluation -- Périodiques; Éducation -- Recherche -- Périodiques; Curriculum evaluation; Education -- Evaluation; Periodicals; 370.72
• DOI: 10.1016/j.ijer.2021.101776
• Languages: English
• ISSNs: 0883-0355

Abstract

Highlights: This Australian study investigated the range of actions of a teacher during inquiry. Individualised teacher instruction is a feature of Australian teaching. Characteristics of teacher interaction with students examined using video capture. Results showed teacher monitor, guide or redirect student learning during exchanges. Teacher activities are multifaceted and responsive to student needss. Abstract: The value of effective teacher interaction during inquiry-based learning to catalyse deeper learning is widely endorsed. This project investigated activities that teachers undertake during inquiry-based learning through coding of videoed inquiry, using a Kikan-Shido lens. Inquiry-based teaching is often perceived as teacher-as-facilitator, but the teacher used a range of pedagogies, including explicit instruction. Findings showed that the teacher monitored, guided, and redirected student learning during inquiry-based learning. These responsive and multifaceted interventions were targeted to meet the needs of students and their progression through the task. A highly skilled teacher examines students' progress to know when to 'connect' with and when to 'disconnect' allowing the students the space to engage in problem-solving and reasoning together.