The Interaction Style of Teacher Education Students

Hernády Sýkora, Katalin

2025-01-07T09:52:53Z

2025-01-07T09:52:53Z

2024.12.19.

A teacher’s interaction style is a hard-to-change, it is a constant personality trait, which is reflected in the teacher’s behaviour, communication, and is derived from mutual, two-way reactions and this relationship. Its importance is primarily manifested in the development of the cognitive and affective aspects of the students’ personality (Wubbels et al., 2005; Gavora et al., 2003). We consider it important to be able to point out the different interaction styles even in the case of teacher candidates, giving students the opportunity to shape their personality and discover their self-knowledge already during their studies. The aim of our present research is to examine the interaction style of students participating in Hungarian-speaking teacher training in Slovakia. Our study discusses the first results from our pilot research. Our sample consisted of university students studying pedagogical sciences, participating in teacher training, who are currently completing their studies in a master’s course, all Hungarian-speaking, in Slovakia. The main goal was to adapt an instrument suitable for measuring teacher interaction. Within the framework of a pilot study, we examined the suitability of the Hungarian version of the 48-item QTI questionnaire (Fisher et al., 1995; Wubbels, 2005) for measuring teacher interaction for a broader measurement of Hungarian students in Slovakia. We examined the reliability indicators of the Hungarian version of the questionnaire. In the article, we summarize the results from the processing and evaluation of the data, and we designate a direction for our further research, as a result of which we can draw parallels between the interaction style considered ideal by students, the interaction style of practicing teachers and the interaction style of future teachers.

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http://hdl.handle.net/10890/58696