Presentation Title
How "Interactive" are "Interactive Lectures" in a Post-pandemic Context? Analyzing how Pre-Service Teachers Foster Connection with Students Through Interactive Lecture
Proposal Format
20-minute Presentation
Track Choices
Best Practices in Diversity, Equity, and Inclusion
Abstract
With the return to in-person instruction during the 2021-2022 school year, the authors were interested in studying whether and how new teachers in diverse settings were incorporating interactive teaching elements into their lectures with the explicit intent of creating connections with students. This study used transcripts of 17 audio recordings of lessons from 6 pre-service teachers to explore how often and in what ways they utilized 4 connection strategies in their interactive lectures. Findings include an overall willingness on the part of the participants to include connection strategies of various types, but also a tendency to use strategies to help students connect to the content rather than to develop interpersonal connections, especially ones that encourage students to connect the content to their lived realities. Suggestions for supporting the development of these kinds of strategies are included.
Keywords
preservice teachers, interactive lectures, connection strategies
Speaker Bio
Dr. Kristal Curry earned her Ph.D. in Curriculum and Instruction from Indiana University in Bloomington, IN, in 2010. She is currently a full professor at Coastal Carolina University and chair of the Department of Education Sciences and Organizations. Kristal's research interests include technology, literacy, assessment, and social studies education. Kristal is the social studies adviser for the Master of Arts and Teaching program, and also teaches courses within the Ph.D. in Education Sciences program at Coastal Carolina University.
How "Interactive" are "Interactive Lectures" in a Post-pandemic Context? Analyzing how Pre-Service Teachers Foster Connection with Students Through Interactive Lecture
Penny Hall, 204
With the return to in-person instruction during the 2021-2022 school year, the authors were interested in studying whether and how new teachers in diverse settings were incorporating interactive teaching elements into their lectures with the explicit intent of creating connections with students. This study used transcripts of 17 audio recordings of lessons from 6 pre-service teachers to explore how often and in what ways they utilized 4 connection strategies in their interactive lectures. Findings include an overall willingness on the part of the participants to include connection strategies of various types, but also a tendency to use strategies to help students connect to the content rather than to develop interpersonal connections, especially ones that encourage students to connect the content to their lived realities. Suggestions for supporting the development of these kinds of strategies are included.