Document Type

Book Chapter


Gaining an understanding of teaching and learning as a dynamic relationship is one of the important insights a teacher at any level - elementary, secondary or tertiary - can develop (Hoban 2000). This means thinking about a classroom as an interactive context rather than as a static environment. For example, classroom contexts are always changing because of the interactions from numerous interrelated influences such as the type of teaching, curriculum and variety of children with a range of experience, intelligence, gender, culture and ethnicity. It is for this reason that teachers need to conduct teacher research on their own practice to develop an understanding of the complexity of classroom interactions and to respond with the most appropriate type of instruction.