| Summary: | Teacher‐child interactions have long been documented in psychological theory and research as important within learning. Current policy is increasingly emphasising the achievement of outcomes, and research directly links quality teacher‐child interactions to outcomes. Interactions have been explored in relation to different concepts in the classroom. Engagement is one such concept and associated with different outcomes in research and policy. My systematic review sought to establish the effects of teacher‐child interactions on student engagement. The review revealed an existing model of teacher‐child interactions along with helping clarify ambiguity and variation in the definition and measurement of engagement. To better understand interactions in the classroom I explored the topic from teachers’ perspectives. An enquiry‐based cycle of learning was used to provide teachers with a process that they could adapt for practice. Within this the model of teacher‐child interactions from the systematic review formed an observation aid. Researcher facilitated peer supervision sessions generated the data, which was analysed using a realist grounded theory approach. Findings extended the original model of teacher‐child interactions and included: types of interactions including child‐child, outcomes being enabled by mediating effects such as engagement and a positive learning environment, and contextual factors influencing the balance of interactions. Implications included a greater understanding of the complexity of interactions in the classroom, and Educational Psychologists (EPs) using facilitated peer supervision as a process to support teachers in using one another as a resource in developing their practice.
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