Does early childhood teacher education affect students' cognitive orientations? The effect of different education tracks in teacher education on prospective early childhood teachers' cognitive orientations in germany.

Autor/inn/en	Mischo, Christoph; Wahl, Stephan; Strohmer, Janina; Wolf, Carina
Titel	Does early childhood teacher education affect students' cognitive orientations? The effect of different education tracks in teacher education on prospective early childhood teachers' cognitive orientations in germany.
Quelle	In: Journal of education and training studies, 2 (2014) 1, S. 193-206 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	2324-805X; 2324-8068
DOI	10.11114/jets.v2i1.206
Schlagwörter	Kompetenz; Quantitative Forschung; Kognitive Kompetenz; Kindergarten; Frühpädagogik; Professionalisierung; Erzieher; Deutschland
Abstract	Early childhood teachers may differ regarding the knowledge base they use when making professional decisions. In this study two orientations are distinguished: the orientation towards scientific knowledge vs. the orientation towards intuition and subjective experience. As different tracks in early childhood teacher education qualify for professional practice, and as education of early childhood teachers matters with regard to developmental outcomes of children, knowledge orientations of prospective early childhood teachers attending universities and attending vocational schools are investigated and compared. Knowledge orientations were assessed by means of a questionnaire. After propensity score matching of 402 beginners and 402 graduates, multilevel analyses indicate that scientific orientation at the end of teacher education was higher and subjective orientation was lower than at the beginning. Furthermore, scientific knowledge orientation of BA-students was higher, subjective orientation was lower than of students at professional schools. Implications of these results regarding education of early childhood teachers are discussed.(DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/3