Abstract
This paper reports data from a study investigating the nature of student-teacher interactions in elementary classrooms. These data suggest that while teacher candidates approach their work with school-aged children as a form of negotiation, teachers engage in negotiation with children in a variety of ways to meet a wide range and professional needs. These findings provide direction for teacher educators who support teacher candidates’ in developing an increased repertoire of interactional strategies that support student learning and teacher efficacy.
Recommended Citation
Rose, Brian C. and Myers, Sara
(2024)
"Teaching and Learning as Negotiation,"
Journal of Educational Research and Innovation: Vol. 12, Article 2.
Available at:
https://digscholarship.unco.edu/jeri/vol12/iss1/2