会话分析型角色扮演法（CARM）对教师和助教自我效能感和互动意识的影响：识别和回答辅助口语学生在课堂互动中的问题

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-01-22 DOI:10.1016/j.tate.2025.104944

Helena Tegler , Helen Melander Bowden , Karianne Skovholt , Rein Ove Sikveland

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引用次数: 0

摘要

本研究旨在探讨沟通技巧训练对辅助说学生提问在课堂互动中的效果。82名瑞典教师和课堂助理参与了使用辅助和替代交流（AAC）与学生一起工作。本研究以会话分析角色扮演法（CARM）为基础，采用干预前-干预后设计。结果显示，自我效能感有显著变化，而互动意识无显著变化。教育水平和与学生的直接接触是很重要的。自我效能感与互动意识之间存在相关性，表明存在相互依赖性。该研究强调了如何将AAC主题纳入教师教育和专业人员的沟通技巧培训。

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The effectiveness of the Conversation Analytic Role-Play Method (CARM) on teachers' and classroom assistants' self-efficacy and interactional awareness: Identifying and responding to aided-speaking students’ questions in whole class interaction

This study investigates the effect of communication skills training concerning aided-speaking students’ questions in classroom interaction. Eighty-two Swedish teachers and classroom assistants working with students using augmentative and alternative communication (AAC) participated. The study was based on the Conversation Analytic Role-play Method (CARM) and implemented as a pre-post intervention design. The results show significant change on self-efficacy but not on interactional awareness. Level of education in combination with firsthand contact with students was significant. The correlation between self-efficacy and interactional awareness indicated interdependency. The study highlights how AAC topics can be included in teacher education and communication skills training for professionals.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.