Data set for "Exploring pupils' and teachers' perspectives on face-to-face promotive interaction"

This study reports on pupils’ and teachers’ perceptions of face-to-face promotive interaction (FtFPI) in cooperative learning (CL) at two primary schools in post-war Bosnia and Herzegovina (BiH). Using mixed methods, the study asks (1) ‘To what extent are the aspects of FtFPI most likely to influence pupils’ CL group work?’ (2) ‘What are the challenges in applying pupils’ FtFPI in small CL groups?’ The findings reveal mostly positive beliefs of FtFPI influence on small CL group work. However, when it comes to pupils’ and teachers’ experiences, several challenges have been identified: (1) organisation of FtFPI, (2) planning and balancing between working on a group task and supporting peers, (3) interpersonal behaviours, and (4) supportive communication. The findings suggest that more classroom research related to peers’ promotive interpersonal behaviour and supportive communication is needed.The article is accepted. <br><br><br>

本研究针对战后波斯尼亚和黑塞哥维那（BiH）的两所小学，调研了师生对合作学习（cooperative learning, CL）中面对面促进式互动（face-to-face promotive interaction, FtFPI）的认知。本研究采用混合研究方法，提出两项研究问题：其一，面对面促进式互动的哪些维度最有可能对学生的合作学习小组活动产生影响？其二，在小型合作学习小组中应用学生的面对面促进式互动存在哪些挑战？

研究结果显示，绝大多数师生均认为面对面促进式互动对小型合作学习小组活动具有积极影响。不过结合师生的实际体验，本研究仍识别出四类相关挑战：一是面对面促进式互动的组织实施，二是小组任务推进与同伴支持间的规划与平衡，三是人际互动行为，四是支持性沟通。

研究结果表明，未来仍需开展更多针对同伴促进式人际行为与支持性沟通的课堂教学研究。

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