Comparing the Difference of Teaching Behavior Between Urban Teachers and Rural Teachers in Synchronous Classroom: Evidence From a Behavioural Sequence Analysis

Abstract

Many regions have adopted the blended synchronous classroom (BSC) to connect urban and rural schools and to bring good teachers from urban schools to rural schools, in order to promote education equity and narrow the gap between urban and rural education. BSC has brought new changes and influences to the interaction between teachers and students in urban and rural areas. However, it lacks studies to evaluate the quality of BSC interactions. To address this gap, we proposed an interaction analysis framework for BSC to explore the characteristics of interactive teaching behaviours. Video analysis and Lag sequential analysis were utilized to assess the quality of BSC interactions. Finally, data analysis found that there exist many differences in the distribution characteristics of behaviors and behavioral sequences between the two groups of teachers. Based on the results, this research proposed pedagogical implications for BSC.