Does Early Childhood Teacher Education Foster Professional Competencies? Professional Competencies of Beginners and Graduates in Different Education Tracks in Germany

Autor/inn/en	Strohmer, Janina; Mischo, Christoph
Titel	Does Early Childhood Teacher Education Foster Professional Competencies? Professional Competencies of Beginners and Graduates in Different Education Tracks in Germany
Quelle	In: Early Child Development and Care, 186 (2016) 1, S.42-60 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.985217
Schlagwörter	Early Childhood Education; Self Concept; Preservice Teacher Education; Teacher Attitudes; Language Acquisition; Knowledge Base for Teaching; Statistical Analysis; Relevance (Education); Preschool Teachers; Foreign Countries; Self Efficacy; Educational Quality; Track System (Education); Teacher Competencies; Educational Attainment; Reliability; Germany + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Selbstkonzept; Lehramtsstudiengang; Lehrerausbildung; Lehrerverhalten; Sprachaneignung; Spracherwerb; Teaching theory; Theory of teaching; Unterrichtstheorie; Statistische Analyse; Relevance; Relevanz; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ausland; Self-efficacy; Selbstwirksamkeit; Quality of education; Bildungsqualität; Leistungsgruppe; Leistungsdifferenzierung; Lehrkunst; Bildungsabschluss; Bildungsgut; Reliabilität; Deutschland
Abstract	In this study, the development of prospective early childhood teachers' competencies during teacher education is investigated. In detail, early childhood teachers' beliefs about the relevance of competencies, their competence-related self-concept and objective measures of knowledge regarding language and language development were assessed. Altogether the sample consists of 1120 prospective early childhood teachers of different educational tracks in Germany (professional schools and universities), half of the sample at the beginning and the other half at the end of preservice teacher education. Descriptive analyses give insight into perceived relevance and competence-related self-concepts in various domains and language-related knowledge at the beginning and the end of teacher education. Multilevel analyses show that differences in subjective and objective competence-facettes between beginners and graduates as well as between students of different educational tracks exist. Implications for early childhood teacher education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01