The Role of Teachers in Guiding Student Peer Interactions: Conceptions of Pre-Service Teachers
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| Title: | The Role of Teachers in Guiding Student Peer Interactions: Conceptions of Pre-Service Teachers |
|---|---|
| Language: | English |
| Authors: | Olli-Pekka Heinimäki (ORCID |
| Source: | Social Psychology of Education: An International Journal. 2025 28(1). |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Role, Peer Relationship, Interaction, Preservice Teachers, Social Emotional Learning, Attitude Change, Teacher Education Programs, Foreign Countries |
| Geographic Terms: | Finland |
| DOI: | 10.1007/s11218-025-10088-8 |
| ISSN: | 1381-2890 1573-1928 |
| Abstract: | Teachers play a pivotal role in guiding students' peer interactions, yet the nature of this role warrants further investigation. This study addresses this gap by investigating second-year pre-service classroom teachers' conceptions of this role, both before and after a course that integrated theory and practice in interaction and socioemotional skills. The analysis of pre-service teachers' written conceptions revealed a spectrum of roles, which were then clustered into broader role profiles. Overall, roles pertaining to organization and management, as well as instructional roles, were prioritized over those concerning socioemotional support. However, notable shifts in conceptions were observed over the course, indicating an evolving understanding. The findings suggest that teacher education programs should place greater emphasis on providing pre-service teachers with opportunities to reflect on, experiment with, and practice a variety of teacher roles--ultimately expanding their role repertoire and strengthening their ability to flexibly adapt their roles to the needs of interacting students. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1475323 |
| Database: | ERIC |
| Abstract: | Teachers play a pivotal role in guiding students' peer interactions, yet the nature of this role warrants further investigation. This study addresses this gap by investigating second-year pre-service classroom teachers' conceptions of this role, both before and after a course that integrated theory and practice in interaction and socioemotional skills. The analysis of pre-service teachers' written conceptions revealed a spectrum of roles, which were then clustered into broader role profiles. Overall, roles pertaining to organization and management, as well as instructional roles, were prioritized over those concerning socioemotional support. However, notable shifts in conceptions were observed over the course, indicating an evolving understanding. The findings suggest that teacher education programs should place greater emphasis on providing pre-service teachers with opportunities to reflect on, experiment with, and practice a variety of teacher roles--ultimately expanding their role repertoire and strengthening their ability to flexibly adapt their roles to the needs of interacting students. |
|---|---|
| ISSN: | 1381-2890 1573-1928 |
| DOI: | 10.1007/s11218-025-10088-8 |
