Samenvatting

Teacher-student interaction is built out of numerous micro-interactions that shape learning and teaching processes. This presentation highlights the use of State Space Grids (SSGs) for visualizing and studying real-time classroom discourse in an intervention targeting professional development. State Space Grid analysis is both a powerful way to visualise and explore patterns in data of teacher–student interactions, and a starting point for further quantitative analysis. The study shows the importance of using micro-level time-serial data and illustrates how change in interactions during and after an intervention can be studied. In the present study, SSG analysis was applied to study interaction in terms of the coupling of a teacher and a student variable: autonomy support and musical creativity. Video data from 40 music lessons of five teachers and their classes was used as input for plotting teacher–student interactions in SSGs, consisting of two dimensions. SSGs allow visualising change in the situation of interactions in the grid and identifying change in patterns to different grid areas. The findings show how interactions tended to settle in areas representing more productive interaction for all but one class. We will discuss the benefits of using SSGs in intervention studies and the implications for educational practice and research of using this time-serial approach.