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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 0000-0003-3717-0110), Anu Kajamies, Mikko Tiilikainen, Marja Vauras
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
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  Data: <searchLink fieldCode="AR" term="%22Olli-Pekka+Heinimäki%22">Olli-Pekka Heinimäki</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3717-0110">0000-0003-3717-0110</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anu+Kajamies%22">Anu Kajamies</searchLink><br /><searchLink fieldCode="AR" term="%22Mikko+Tiilikainen%22">Mikko Tiilikainen</searchLink><br /><searchLink fieldCode="AR" term="%22Marja+Vauras%22">Marja Vauras</searchLink>
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  Data: 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/
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Attitude+Change%22">Attitude Change</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Label: Abstract
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  Data: 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.
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