Evidence for General and Domain-Specific Elements of Teacher-Child Interactions from Educational and Psychological Research

Improving educational achievements for people and, for many, raising living standards, is a national priority for many nations throughout the world. One way to do this is by investing in tactics that make teachers more successful. In this section, we show how, regardless of cultural background, instructors may have a beneficial impact on their students' growth and learning via the interactions they have with them. We think of the interactions between teachers and students as processes that are close by, and thus drive, the engagement and learning of the students. It is evident from the evidence that interactions may be observed to evaluate their quality and enhanced via interventions in professional development. We offer a framework that explains fundamental aspects of successful teacher-student interactions that seem to be consistent across these extremely diverse contexts and cultures, based on our experience and data collected from tens of thousands of observational studies worldwide. In order to investigate the impact of interaction quality on student outcomes worldwide, we survey studies that assess this paradigm in various settings. We also provide recommendations for educational policy and practice as well as potential avenues for further study and examine the framework's cross- cultural applicability.