Teaching through interactions as framework and tool to promote dialogue and coherence in multidisciplinary teacher education and development
Year: 2025
Type: article
Abstract: The present work is an investigation into how the framework for teaching quality, Teaching through Interactions (TTI), can function as a tool for the supervision of pre-service teacher students and promote coherence in multidisciplinary contexts. Ten pre-service teacher students’ lessons were analysed using the TTI-based observation manual Classroom Assessment Scoring System, CLASS, giving rise to three strategies for utilising the framework: (a) comparing individual teacher students’ CLASS scores with data from published studies; (b) identifying and exploring CLASS dimensions with high internal variability among teacher students or school subjects; and (c) starting from a subject-specific theoretical perspective, exploring quantitative and qualitative aspects of a selected CLASS dimension. These approaches provide common language to promote coherence across subjects and between theory and practice, expanding CLASS as a tool in multidisciplinary contexts. This remedies some of the challenges with generic observation systems whilst maintaining a language that is useful across subject boundaries. • Systematic observation for subject-specific analysis of teacher students’ instruction. • Novel strategies for analysing instructional practices coded according to the TTI/CLASS manual. • Specification of knowledge about teaching and supervision across school subjects. • Promoting articulation and dialogue on tacit knowledge in multidisciplinary teacher education.
Institution: Volda University College
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $3,570
Funder: Høgskulen i Volda
OpenAlex ID: W4412978419