Reconstruction of teachers' professional vision concerning important aspects of classroom interaction

Abstract

International audienceParticipation in classroom interactions gives students the opportunity to learn subject-specific topics and to acquire discourse competences. Hence, there is a multitude of research concerning arrangements which enable learners to successfully participate. But what counts as an adequate contribution, enabling students to successfully participate in mathematical classroom interactions and, especially, what counts from the teach-ers' perspective? Based on the fact that the teachers' perspective on adequacy of considerations in interactions highly influences the teachers' acting and support in the classroom, the study INTERPASS investigates the teachers' perspective within video stimulated group discussions. One of the identified motives of the teachers' perspectives is presented in detail in the following