Teachers' Perceptions of Their Classroom Experiences in Kindergartens Serving Low SES Families: Associations with Global Classroom Quality

Autor/inn/en	Dolev, Smadar; Sher-Censor, Efrat; Tal, Leah
Titel	Teachers' Perceptions of Their Classroom Experiences in Kindergartens Serving Low SES Families: Associations with Global Classroom Quality
Quelle	In: Early Education and Development, 32 (2021) 4, S.572-588 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dolev, Smadar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1785228
Schlagwörter	Kindergarten; Preschool Teachers; Teacher Attitudes; Beliefs; Low Income Students; Classroom Environment; Emotional Response; Student Needs; Teaching Methods; Foreign Countries; Young Children; Teaching Experience; Social Development; Emotional Development; Classroom Techniques; Receptive Language; Israel; Classroom Assessment Scoring System; Brief Symptom Inventory + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Belief; Glaube; Klassenklima; Unterrichtsklima; Emotionales Verhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Frühe Kindheit; Soziale Entwicklung; Gefühlsbildung; Klassenführung; Rezeptive Kommunikationsfähigkeit
Abstract	Research Findings: This study focused on kindergartens serving low SES families and examined the associations between teachers' perceptions of their teaching experiences in their classroom and observed global classroom quality. Forty teachers and their classrooms participated. Teachers' perceptions of their teaching experiences in the classroom were assessed via the valence and multidimensionality of their narratives on their teaching experiences. Global classroom quality, measured as observed emotional support, instructional support and classroom organization, was assessed using the CLASS (Classroom Assessment Scoring System) during structured and unstructured classroom activities. Positive valence of teachers' narratives on their teaching experiences was associated with better classroom organization, while higher levels of narratives' multidimensionality were associated with higher emotional and instructional support. Practice or Policy: Evaluating teachers' perceptions and helping them construct more positive and more holistic perceptions of their teaching experiences may be important targets in teachers' training and supervision programs for enhancing global classroom quality. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01