Browsing by Subject "opettajan välittävä vuorovaikutus"

Objectives. According to the previous studies, caring in teacher’s interaction is a significant factor in building a warm teacher-student relationship. Thus, in this study the objective is to examine teacher’s verbal and non-verbal caring interaction during the 1st and 2nd grade lessons. The aim of this study is to additionally examine which stages of a lesson and teaching methods support caring in teacher’s interaction. Above these research objectives, the aim of this study is to further review the suitability of the data analysis template that was designed for the observation and analysis purposes of this study. Based on the previous research, the data analysis template consisted of various forms of verbal and non-verbal caring in teacher’s interaction. Methods. This study is a qualitative case study, in which teacher’s caring interaction was examined through videotaped lessons. The research material of this study was a secondary videotaped material that was collected for the KEHU research program in Southern Finland during the 2018 spring semester. This study was also conducted as a part of KEHU research program. The research material consisted of eight videotaped lessons that were taught by four 1st and 2nd grade teachers. These teachers were specialized in teaching drama education. With a video observation as a research method, teacher’s caring interaction was examined on the lessons of specific subjects as well as drama education. The research material was analyzed through directed and conventional content analysis. Results and conclusions. During the lessons there appeared 53 episodes that demonstrated caring in teacher’s interaction. In these episodes there appeared 94 evidences of teacher’s verbal caring interaction according to the data analysis template. The episodes between the teachers and their students were brief encounters that holistically demonstrated both verbal and nonverbal teacher’s caring interaction. During the lessons, various transitions as well as using student-centered drama methods, discussions and independent work supported teacher’s caring interaction. The data analysis template that was designed for this study enabled detailed and diverse qualitative examination of the caring episodes and teacher’s interaction. The results of this case study emphasize the qualities of caring interaction that teachers can further foster in their daily work in order to promote warm teacher-student relationships. Furthermore, the results of this study provide illustrations of different teaching methods that teachers can utilize in order to support caring in their interaction. Additionally, the data analysis template of this case study can offer teachers a practical tool to reflect their own pedagogical thinking as well as their caring interaction.