Teachers' Academic Interactions: A Cross-National Study

• In Event: 53.053 - Professional Development Across Borders: Alliances, Academic Interactions, and Teacher Self-Efficacy

Abstract

This study investigated and compared teachers’ academic interactions across nine education systems based on data from four TIMSS assessment cycles for fourth grade and eighth grade mathematics and science teachers. The study uses descriptive and correlative statistics to analyze teachers’ interactions, and the relationships of these interactions with teacher characteristics and selected educational factors. Teachers’ interactions were not prevalent. Teachers who lacked confidence in their instructional abilities or encountered more students’ in-class problems tended to have fewer interactions. Teachers’ interactions correlated positively with their academic training. Teachers’ interactions though sparse may be increasing over time. The finding offers a worldwide perspective for this field.

Authors

• Shu-Ling Lai, Asia University

• Renmin Ye, Houston Independent School District