InCoRe -- An Interactive Co-Regulation Model: Training Teacher Communication Skills in Demanding Classroom Situations

TL;DR

This paper introduces InCoRe, an interactive co-regulation model for training teachers in managing demanding classroom situations, integrating psychological and AI components to enhance classroom management and emotional regulation.

Contribution

It presents a novel interactive co-regulation model and methodology for developing empirically grounded teacher training systems using psychological and AI integration.

Findings

Development of an annotation scheme for teacher psychological experiences

Operationalization of teacher-student interaction using a psychological model

Insights into the role of teacher emotional experiences in co-regulation processes

Abstract

Socioemotional and regulation processes in learning are important. We add to the understanding of previous work on co-regulation processes in the learning sciences, extending the caregiver-child paradigm and focusing on the teacher-student relation by presenting an interactive co-regulation model and the methodology for developing empirically grounded systems for training teachers. We focus on the combination of classroom management and affect models and detail the use of a psychological model to operationalise and automate the interaction with the virtual student. We delve into an annotation scheme developed to capture teacher subjective psychological experiences during training and how these affect their co-regulation behavior with students and contributes to understanding the role of teacher emotional experiences and their consequences of co-regulation processes for classroom management. This research is also a contribution to developing hybrid AI systems.