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dc.contributor.authorVirtanen, Tuomo
dc.contributor.authorVaaland, Grete Sørensen
dc.contributor.authorErtesvåg, Sigrun K.
dc.date.accessioned2018-12-13T10:37:20Z
dc.date.available2018-12-13T10:37:20Z
dc.date.issued2019
dc.identifier.citationVirtanen, T., Vaaland, G. S., & Ertesvåg, S. K. (2019). Associations between observed patterns of classroom interactions and teacher wellbeing in lower secondary school. <i>Teaching and Teacher Education</i>, <i>77</i>, 240-252. <a href="https://doi.org/10.1016/j.tate.2018.10.013" target="_blank">https://doi.org/10.1016/j.tate.2018.10.013</a>
dc.identifier.otherCONVID_28744219
dc.identifier.otherTUTKAID_79652
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/60592
dc.description.abstractClassroom observations and teacher self-reports were used to examine the relationships between patterns of teacherestudent interactions and the wellbeing of Norwegian lower secondary school teachers. Latent profile analysis identified four subgroups. Teacherestudent interactions and the teachers' wellbeing were inter-related in that teachers who were observed to be high in all the interaction domains (Emotional Support, Classroom Organization, and Instructional Support) perceived themselves as having high job satisfaction. The results showed that improving teachers’ wellbeing has the potential to improve teacherestudent interactions and vice versa. The study also discusses the use of classroom observations to facilitate teacherestudent interactions in teacher training.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesTeaching and Teacher Education
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherclassroom observation
dc.subject.otherclassroom interaction
dc.subject.otherteacher job satisfaction
dc.subject.otherteacher emotional exhaustion
dc.subject.otherlatent profile analysis
dc.subject.otherlower secondary school
dc.titleAssociations between observed patterns of classroom interactions and teacher wellbeing in lower secondary school
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201811274891
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineEducationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2018-11-27T13:15:04Z
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange240-252
dc.relation.issn0742-051X
dc.relation.numberinseries0
dc.relation.volume77
dc.type.versionpublishedVersion
dc.rights.copyright© 2018 The Authors.
dc.rights.accesslevelopenAccessfi
dc.subject.ysoluokkatyöskentely
dc.subject.ysoopetustilanne
dc.subject.ysovuorovaikutus
dc.subject.ysohavainnointi
dc.subject.ysoopettajat
dc.subject.ysotyötyytyväisyys
dc.subject.ysouupumus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p568
jyx.subject.urihttp://www.yso.fi/onto/yso/p569
jyx.subject.urihttp://www.yso.fi/onto/yso/p10591
jyx.subject.urihttp://www.yso.fi/onto/yso/p8802
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p1831
jyx.subject.urihttp://www.yso.fi/onto/yso/p130
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1016/j.tate.2018.10.013
dc.type.okmA1


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