Abstract:

The contribution is aimed at following of pedagogical communication and interaction in the lessons of the students-teachers. As a basic research method was selected modified Flanders method of interaction analysis in structural observation. The original 10 categories (according to Flanders) were extended to 16 categories in total in such way to record in more details pedagogical communication and interaction among the teacher and pupils. Thirteen lessons in total were analyzed, in which the students-teachers for the 1st level of basic school led the lessons. The lessons were conducted by the students-teachers of the 3rd year and it was case of their first individual lessons. It is obvous from the results of the analysis, where in majority of lessons the activity of teachers-students predominated. The mean index of interaction 1 was 0.54 (mean standard deviation 0.17). Only one lesson shown the interaction index higher than 1 (1,1) and so the activity of the pupils prevailed. Utilization of structural observation of pedagogical communication and interaction of lessons led by students brought further possible view on pedagogical practice of the students and this way to increase quality of pregradual preparation of the students.

Keywords:

Pedagogical communication, interaction, FIAS.