ENHANCING CLASSROOM INTERACTION: A STUDY ON PRE-SERVICE TEACHER COMMUNICATION TRAINING
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Abstract
The successful classroom interaction is the constituent part of the high-quality teaching and learning, and communicative competence is what pre-service teachers need to achieve as they continue their journey between theory and practice. This research article is focused on exploring the effects of structured communication training on live interaction in the classroom in the practice component in the use of qualitative methodology, which is based on the artifacts of teaching, mentor reporting, and videoed analysis of 110 pre-service instructors of three institutions. By focusing on four main areas of communication including question techniques, giving feedback, making non-verbal communication and clarity using instructional language, the study shows that most of the participants incorporated asking open ended questions (67.27%), giving positive feedback (62.73), non-verbal communication signals (73.64%) and clarity and structure in language instructions (69.09%). In as much as there are these strengths still there are certain areas of inconsistencies, mostly evident in the closed questioning and language ambiguity. The results outline the significance of performance-based, context-based assessment, and indicate that more emphasis must be placed.
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