A Training Programme on Managing Science Class Interactions: Its Impact on Teachers' Practises and on Their Pupils' Achievement

This article was published in Teaching and Teacher Education, Vol. 26, Issue 3, Author(s): Ludovic Morge, Marie-Christine Toczek, and Nadia Chakroun, “A Training Programme on Managing Science Class Interactions: Its Impact on Teachers' Practises and on Their Pupils' Achievement“, Pages 415-426, Copyright Elsevier (April 2010).

This research evaluates the impact of a training programme on trainee physics and chemistry teachers, focusing on the way pupils' explanations are dealt with during teacher-pupil interaction.

The population, from which the experimental sample was taken, is composed of 10 teachers and 303 pupils. 8 teachers and 172 pupils participated in the research.

The qualitative analysis of the recordings of the sessions shows that teachers, after training, are more ready to take pupils' productions into account, use a greater number of appropriate arguments, and are more frequently aware of pupils' misconceptions.
A quantitative analysis of the achievement of pupils whose teachers followed the complete programme indicates that pupil outcomes improve.
The conditions required for this training to be effective are also explored.