Teacher social skills in classroom: a case study

This paper presents a case study concerning the results of a teacher videotaped performance analysis, before and after her participation in an Interpersonal Professional Development Program. The intervention goal - to promote teacher’s competence in structuring educative social interactions - also served as a basis for classifying teacher behaviors in categories and subcategories of a classroom performance typology. A comparison of teacher’s performance before and after intervention was made. The results showed prominent changes in the teacher performance - related to the intervention goals - and suggested the usefulness of the procedure for evaluating the effectiveness of this kind of intervention. Some questions concerning procedures for evaluating teachers’ performance were also made.

social skills; teachers in-service training; School and Educational Psychology; teacher-pupil interaction; social knowledge construction