Communication and Interaction Practices in Czech Classrooms with a Teaching Assistant

Martina Maněnová, Janet Wolf, Martin Skutil () and Jitka Vítová
Additional contact information
Martina Maněnová: Institute of Primary, Pre-Primary and Special Education, Faculty of Education, University of Hradec Králové, Rokitanskeho 62, 500 03 Hradec Králové, Czech Republic
Janet Wolf: Institute of Primary, Pre-Primary and Special Education, Faculty of Education, University of Hradec Králové, Rokitanskeho 62, 500 03 Hradec Králové, Czech Republic
Martin Skutil: Institute of Primary, Pre-Primary and Special Education, Faculty of Education, University of Hradec Králové, Rokitanskeho 62, 500 03 Hradec Králové, Czech Republic
Jitka Vítová: Institute of Primary, Pre-Primary and Special Education, Faculty of Education, University of Hradec Králové, Rokitanskeho 62, 500 03 Hradec Králové, Czech Republic

Sustainability, 2024, vol. 16, issue 3, 1-11

Abstract: The presented study focuses on pedagogical communication and interaction occurring in teaching with the presence of a teaching assistant. The aim was to enhance understanding of pedagogical communication and interaction in these classrooms. To achieve this goal, an analysis of teaching sessions was undertaken from the perspective of activities (interactions and communication) assumed by the teaching assistant during instruction. The research methodology relies on standardized observation, specifically employing the Flanders Interaction Analysis System, which investigates communication and interaction within the classroom environment. For observing teaching sessions with teaching assistants, 16 categories were developed and refined through pilot testing. Validation was conducted using video analysis. In total, 15 teaching sessions were recorded and subsequently analyzed. Specialized software Codenet was utilized for video data analysis, with a set time interval of 3 s. The data analysis revealed several crucial insights into the communication and interaction of teaching assistants and teachers in an educational context. Some categories, such as the preparation of teaching aids and those related to passivity, predominate, while others, including active involvement in teaching or introducing new educational content, are notably absent. Understanding these patterns may lead to optimizing the role of the teaching assistant in supporting individual students and classroom dynamics. The article discusses inclusive practices of teaching assistants, without distinguishing between students with special educational needs and typically developing peers. Inclusive education promotes social and environmental sustainability by fostering a sense of belonging and equality among students.

Keywords: teaching assistant; teacher; communication; interaction; FIAS (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2024
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/2071-1050/16/3/989/pdf (application/pdf)
https://www.mdpi.com/2071-1050/16/3/989/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:16:y:2024:i:3:p:989-:d:1324960

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().