Using a Complexity Approach to Study the Interpersonal Dynamics in Teacher-Student Interactions: A Case Study of Two Teachers

Autor/in	Pennings, Helena J. M.
Titel	Using a Complexity Approach to Study the Interpersonal Dynamics in Teacher-Student Interactions: A Case Study of Two Teachers
Quelle	In: Complicity: An International Journal of Complexity and Education, 14 (2017) 2, S.88-103 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1710-5668
Schlagwörter	Teacher Student Relationship; Case Studies; Interpersonal Relationship; Questionnaires; Teacher Behavior; Student Behavior; Grade 8; Grade 9; Science Instruction; Mathematics Instruction; Secondary School Teachers; Foreign Countries; Data Analysis; Systems Approach; Teaching Methods; Netherlands; Questionnaire on Teacher Interaction + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Case study; Fallstudie; Case Study; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Fragebogen; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Ausland; Auswertung; Systemischer Ansatz; Teaching method; Lehrmethode; Unterrichtsmethode; Niederlande
Abstract	In the present study, complex dynamic systems theory and interpersonal theory are combined to describe the teacher-student interactions of two teachers with different interpersonal styles. The aim was to show and explain the added value of looking at different steps in the analysis of behavioral time-series data (i.e., observations of teacher and student behaviors) that are described by Warner (1998): (1) the general level and overall coordination, (2) the presence of linear, quadratic and cubic trends in behavior, (3) the coherence and phase in cyclical trends that are superimposed on the linear, quadratic and cubic trends, and (4) the residual fluctuations, when studying the fit between teacher and student interpersonal behavior. Interactional fit is conceptualized, and described in each step of the time-series analysis, using the principle of complementarity (e.g., Kiesler, 1996). Results showed that the teacher-student interactions of the teacher with the most desirable interpersonal style largely followed the complementarity principle, whereas the interactions of the teacher with the less desirable interpersonal style did not. These results are discussed in light of the hypotheses and limitations of the study. (As Provided).
Anmerkungen	University of Alberta. 347 Education South, Edmonton, Alberta T6G 2G5, Canada. e-mail: complicity.journal@gmail.com; Web site: https://ejournals.library.ualberta.ca/index.php/complicity
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01