Improving interaction in the classroom through collaborative action research

Abstract

INTRODUCTION. Research has revealed the relevance of teaching practices based on dialogue and interaction in classrooms to improve teacher relationships. However, in Spain, much more study on interaction is still required as a teaching-learning method to make it a more widely used method. This article synthesizes a self-critical study of a new teacher aimed at learning and improving about his interaction with students in the classroom. METHOD. In order to carry out this study, a collaborative research-action process has been launched between the authors aimed at exploring the possibilities and limits of interaction in a Vocational Training course for employment and a subject of a university degree. RESULTS. This work reveals the numerous and complex strengths and weaknesses of the teacher and the evaluation of their procedural principles through the different phases of a collaborative research-action cycle (planning, action and reflection) revealing relevant aspects that can be improved (classroom participation rules, to promote more student participation, to know how to terminate debates in time, etc.). DISCUSSION. It is possible to emphasize the enormous potential of the self-critical review for the improvement of the professional development of teachers, and it can be useful to a large number of new teachers who understand that the interaction in the classroom is relevant and necessary and would like their classes to be beyond lecture-based, fostering dialogue and interaction in the classroom.