Enabling Behaviors Exhibited by Selected Virginia Postsecondary Vocational Technical Instructors

Thirty postsecondary vocational technical instructors from five community colleges in Virginia were observed using the Flanders Interaction Analysis System for 30 minutes to detect their use of three of four behaviors determined to be enabling to learners. The additional enabling behavior of modeling was determined through 15 minutes of passive observation. The enabling behavior of questioning was found to be used in approximately 4 percent of class time, whereas for 80 percent of class time, instructors were exhibiting structuring behavior. Responding behaviors were practiced by the instructors for about 11 percent of total class time. The study concluded that (1) the community college instructors observed are not using the enabling behavior of questioning that "best" stimulates critical thinking or modeling behaviors that will enhance students' abilities to think critically; (2) the amount of pedagogical course work taken by the teachers did not seem to influence the teachers' use of enabling behavior; and (3) the students thought their instructors were stimulating critical thinking. Further research and more training for college instructors in using enabling behaviors were recommended. (KC)