Preschool Teachers' Self-Efficacy Beliefs and Interaction Quality in the Domain of Instructional Support--Do Professional Vision Competencies Moderate This Relation?

Autor/inn/en	Wolstein, Katrin; Ehm, Jan-Henning; Peters, Svenja; Mischo, Christoph
Titel	Preschool Teachers' Self-Efficacy Beliefs and Interaction Quality in the Domain of Instructional Support--Do Professional Vision Competencies Moderate This Relation?
Quelle	In: European Early Childhood Education Research Journal, 29 (2021) 4, S.617-632 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wolstein, Katrin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2021.1941171
Schlagwörter	Preschool Teachers; Self Efficacy; Teacher Attitudes; Teacher Student Relationship; Teacher Influence; Foreign Countries; Preschool Children; Classroom Environment; World Views; Germany; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Klassenklima; Unterrichtsklima; World view; Weltanschauung; Deutschland
Abstract	The quality of instructional supportive interactions between preschool teachers and children positively relates to learning and developmental outcomes of children in institutions of early childhood education and care. The main focus of preschool teacher research, therefore, is on the impact of preschool teacher competencies in interaction quality. Previous research has shown that self-efficacy beliefs influence interaction quality. The present study examined this relation in a structural equation model that evaluated whether professional vision (conceptualized as "noticing" and "reasoning") of relevant interactional situations moderates the effect of self-efficacy beliefs on interaction quality in the domain of Instructional Support and whether preschool teachers' professional knowledge exerts influence on the model. Drawing on a sample of 120 German preschool teachers, analyses showed a moderating effect in the reasoning component of professional vision. Results offer new possibilities for the promotion of high-quality instructional interactions in German preschools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01