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ABSTRACT
The importance of effective teacher–child interactions in preschool classrooms has been well documented; however, very few studies examined the difference between novice and experienced teachers. The aim of this study was to quantitatively compare the characteristics and patterns of teacher–child interactions during preschool picture book reading activities between novice and experienced teachers. Video observation data were collected from nine novice teachers and nine experienced teachers from a Chinese preschool, and were coded using the Flanders Interaction Analysis System. A total of 7,642 codes of experienced teachers and 6,444 codes of novice teachers were obtained. Aside from some commonalities, results indicated that there were several major differences between novice and experienced teachers. The indirect and positive influence on children, and the rate of positive influence to negative influence of experienced teachers were higher than that of novice teachers; the proportion of teacher talk, positive integration grid, steady-state grid, open question, and indirect response of novice teachers were higher than that of experienced teachers. The findings shed light on how novice and experienced teachers interact with their children, and how professional development supports should be delivered differently to novice and experienced teachers.
Acknowledgments
The authors are very grateful to the teachers and children who participated in the study.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Supplementary material
Supplemental data for this article can be accessed online at https://doi.org/10.1080/09575146.2022.2126442