Verbal classroom teaching behaviour of teacher educators with respect to their experience
Dr. Nazneen Mehraj
The aim of the study was to examine the FIACS the verbal classroom teaching behaviour of teacher educator with respect to their experiences. The total sample for the present study consists of 60 teacher educators selected randomly from different teacher training colleges of education of J&K with equal number of 30 more experience and 30 less experience teacher educators. In order to assess the interaction analysis of classroom behaviour of teacher educators an observation schedule based on Flanders interaction Analysis Category System (FIACS) was administered to record the verbal behaviour of the teacher educators in accordance with the ten categories enunciated by Flander. The findings of the study revealed that more experienced foundation course teacher educators put more question in the classroom as compared to less experience foundation course teacher educators they make frequent use of question about content. More experienced foundation course teacher educator laid more stress on content coverage as compared less experienced foundation course teacher educators. The more experienced foundation course teacher educators took a very active role in the discussion and the interaction in the classroom was purely content-oriented than less experienced foundation course teacher educators. More and less teaching experience foundation course teacher educators were found significant on pupil talk; direct teacher talk; teacher response ratio, teacher question ratio, content cross ratio and indirect/direct ratio; instantaneous teacher response ratio dimension of classroom verbal teaching behaviour of Flanders categories.