Behavioral And Brain Synchronization Differences Between Expert And Novice Teachers When Collaborating With Students

Teacher-student interaction is not only an important way to ensure the achievement of teaching purposes,but also an important way to promote students' social,behavioral and cognitive development.Teachers and students have to cooperate with each other to achieve the purpose of effective teaching.Previous studies have insufficient attention focused on the impact and effectiveness of different types of teachers in teacher-student interaction.At the same time,existing studies have shown that expert teachers are significantly better than novice teachers in the structure of teaching knowledge,the relevance of teaching plans and the effectiveness of teaching monitoring.So are expert teachers also significantly better than novice teachers in terms of cooperative efficiency and other behaviors in cooperative interaction with students? In addition,the existing research on the brain mechanism of interpersonal cooperation is limited to single-person neuroscience and lacks the attributes of social interaction.As an emerging cognitive neuroscience technology,hyperscanning can record the brains' activities in the interactive process and reflect the inter-brain mechanism of the interaction.What's more,the Interactive Brain Hypothesis(IBH)proposeled that the brain structure of the individual was affected by the experience and skills gained during interpersonal interaction.Then,does interpersonal neural synchronization(INS)can accurately identify the differences in teacherstudent cooperative interaction? Existing studies have not investigated these questions.Due to the importance of teacher-student cooperative interaction,the deficiencies of existing research in terms of the target and research methods,this study designed 2 experiments with mixed experimental design.Experiment 1 and 2 require the paired teacher-student dyads to complete the joint drawing and joint construction tasks respectively.At the same time collect the brains' activities data during the cooperative interaction based on fNIRS hyperscanning.Experiment 1,in the context of nono-verbal communication,we examined the differences between the behavior of experts and novice teachers on the task of teacher-student cooperation and the synchronization of the brain.The behavioral results of the experiment show that the interaction between the teacher type and the task type was significant in the deviation area,but simple effect tests did not find any difference between two type of dyads.fNIRS results showed that in the cooperation condition,the expert teacher-student dyads showed significant INS in the left frontal pole region and the right dorsolateral prefrontal brain region.And such neural synchronization was stronger than the novice teacher-student dyads.Furthermore,Granger causal analysis showed that there is no directionality of the dominant role's brain activity in the two types of dyads.In addition,we found a significant negative correlation between the INS of the expert teacher-student dyads and the value of deviation area;and a significant positive correlation or a margin significant positive correlation with the theory of mind of expert teachers'.Experiment 2,in the context of verbal communication,we examined the differences between the behavior of experts and novice teachers on the task and the neural synchronization diffrences of the brains.The behavioral results of the experiment show thatthe interaction between teacher type and task type was significant in the cooperation condintion,which showed the completion rate of the expert teacher-student dyas was significantly higher than the novice teacher-student dyads.The video coding results show that the cooperation of the expert teacherstudent dyads was significantly higher than the novice teacher-student dyas;the domianance of the expert teacher in the task was significantly higher than novice teacher.The fNIRS results showed that,in the cooperative condition,the expert teacher-student dyads showed significant INS in the right dorsolateral prefrontal brain region.And such synchronization was stronger than the novice teacher-student dyads.Moreover,under the cooperative condition,Granger causal analysis also showed that there is no directionality of the dominant role's brain activity in the two types of dyads.In addition,we detected a marginal positive correlation between the completion rate and the brain-synchronization of the expert teacher-student dyads;and a marginal positive correlation between the teacher-student cooperation during the cooperation process and neural synchronization.Moreover,we also found a significant positive correlation between the with the neural synchronization theory of mind of expert teachers and perspective taking.Combining the results of experiment 1 and experiment 2,this study drawed the following conclusions:(1)in the context of verbal communication,the performance of the collaborative interaction of the expert teacher-student dyads(completion rate,cooperation)was significantly better than that of the novice teacher-student dyads.(2)INS could stably identify the better teacher-student cooperative interaction.This study revealed the differences in the behavioral and interpersonal neural activities of experts and novice teachers when they cooperative with the students.In addtioton,we found the potential impact of the ability of teachers' mentalization(e.g.theory of psychology and opinion selection)on the teacher-student cooperative interaction.At the same time,this study also provided empirical evidence for the Interactive Brain Hypothesis(IBH).Besides,this research also provided a certain theoretical guidance for the rapid and accurate promotion of the development of novice teachers' social abilities.