Primary School Teachers' Perceptions of the Outcomes of Teacher-student Interaction in an Online In-Service Teacher Training Course in China

Abstract

This study aimed to explore primary school teachers' perceptions of the outcomes of teacher-student interaction (TSI) in an online in-service teacher training course at Nanning Normal University in China. A qualitative case study approach was employed, gathering data from 12 participants through semi-structured interviews and focus group discussions. The analysis revealed four main perspectives of teachers on the outcomes of TSI: team cohesion, individual emotional energy, symbols of social relationships, and moral standards. Additionally, a new outcome was identified: the enhancement of technological skills and innovation. The findings provide valuable insights for teacher training programs, particularly in online learning environments, emphasizing the importance of not only traditional TSI outcomes but also the enhancement of technological abilities and innovative thinking.