Teachers’ Instructional Interaction in an Inclusive Classroom: Interaction Between General Teacher and Special Assistant Teacher

Abstract

The purpose of this study was to determine the categories of instructional interaction, the basic patterns of instructional interactions, and the functions of the basic model of instructional interaction that occurs between the English teacher (ET) and the special assistant teacher (SAT) to help the slow learner student (SLS), in terms of instructional interaction that occurs between two teachers in an English lesson. The researchers used single-case study method research. Data were collected through observation, as well as through semi-structured interviews with the two teachers. Findings from this study indicate that the category of instructional interaction that occurs between the two consists of academic and non-academic interactions. The instructional interaction basic patterns that are formed between ET and SAT in academic interaction are initiate-response-follow-up (IRF) and initiate-response (IR). The function of the basic pattern of academic interactions is to inform delegation of academic tasks from ET to SAT and to help SLS perform academic assignments. The instructional interaction basic pattern of non-academic interaction is initiate-response (IR). The function of the basic pattern of non-academic interactions is to enhance the provision of non-academic assistance from SAT to SLS, such as motivating, and focusing on learning. If instructional interactions between ET and SAT have not been carried out optimally, then the collaboration has not been well planned.