Analyzing the Quality of Teacher–Student Interactions in Fostering a Supportive Classroom Climate: A Video-Based Comparative Study of Pre-Service and In-Service Teachers.

Abstract

This study aims to analyze the quality of teacher-student interaction in building a supportive classroom climate through a video-based comparative study on pre-service teachers and in-service teachers. The research uses a qualitative approach with a video documentation study design. Data was obtained from 30 learning simulation videos of Elementary School Professional Education (PPG) learning that were publicly uploaded on YouTube, consisting of 20 videos of in-service teachers and 10 videos of pre-service teachers. Data was analyzed using thematic analysis through the stages of open coding, axial coding, and theme development. The results showed that the quality of teacher interaction was reflected in seven main categories, namely polite and verbal proxemic, teacher situational awareness, openness to diversity of perspectives, facilitation of participation and discussion, teacher's social-emotional response, scaffolding and differentiation of help, as well as motivation and motivation and motivation strategies. Polite communication and verbal proximal are the most dominant categories, while motivational strategies and differentiated scaffolding are still relatively limited. The findings also show that the quality of interaction is not solely determined by the teaching experience, but is more influenced by the teacher's ability to build responsive, empathetic, and supportive communication. Theoretically, the results of the study reinforce the relevance of Vygotsky's theory of social interaction and the Classroom Assessment Scoring System (CLASS) model. Practically, this research provides implications for the development of teachers' social-emotional and pedagogic competencies in creating a more inclusive, participatory, and supportive learning environment for student involvement.