Literaturnachweis - Detailanzeige
| Autor/inn/en | Wolstein, Katrin; Ehm, Jan-Henning; Peters, Svenja; Mischo, Christoph |
|---|---|
| Titel | Interaktionen in Kindertageseinrichtungen gestalten. Wie hängen bereichsspezifische Selbstwirksamkeitserwartungen frühpädagogischer Fachkräfte und die Qualität ihres Interaktionsverhaltens zusammen? |
| Quelle | Aus: Weltzien, Dörte (Hrsg.); Wadepohl, Heike (Hrsg.); Nentwig-Gesemann, Iris (Hrsg.); Alemzadeh, Marjan (Hrsg.): Forschung in der Frühpädagogik. 13. Frühpädagogischen Alltag gestalten und erleben. Freiburg im Breisgau: FEL-Verlag Forschung - Entwicklung - Lehre (2020) S. 219-244
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| Reihe | Materialien zur Frühpädagogik. 24 |
| Beigaben | Literaturangaben; Tabellen |
| Sprache | deutsch |
| Dokumenttyp | gedruckt; Sammelwerksbeitrag |
| ISBN | 978-3-932650-96-3 |
| Schlagwörter | Selbstwirksamkeit; Überzeugung; Pädagogische Fachkraft; Einfluss; Interaktion; Verhalten; Kleinkind; Erzieher; Erzieherin; Berufserfahrung; Qualifikation; Kindertagesbetreuung; Frühpädagogik; |
| Abstract | First international findings report relations between preschool teachers’ self-efficacy beliefs and interaction quality [...]. Self-efficacy beliefs are described as a part of motivation and can influence preschool teachers’ interactions; alternatively, they can be evolved through own interactions as well as vocational experience and qualification [...]. Thus, it can be assumed that with increasing vocational experience and qualification an adjustment takes place between interaction quality and self-efficacy beliefs. The more specifically self-efficacy beliefs are conceptualized, the more accurate the prediction of behavior is possible. Preschool teachers’ interaction quality can be conceptualized through the internationally established Classroom Assessment Scoring System [...]. It differentiates three domains of interaction quality: Emotional Support, Classroom Organization and Instructional Support. The domain-specific interaction between self-efficacy beliefs and interaction quality has not been analyzed so far. For this reason, the present study explores if relations between self-efficacy beliefs and interaction quality in everyday situations in preschools can be found in these corresponding three domains. In addition, it is examined if the two biographical characteristics of expertise vocational experience and qualification moderate possible relations. The results show that relations between self-efficacy beliefs and interaction quality exist in all three domains of interaction quality. The relations are not moderated through vocational experience, but the relation between self-efficacy beliefs and interaction quality in the domain of Emotional Support is moderated through qualification. (Orig.). |
| Erfasst von | Externer Selbsteintrag |
| Update | Neueintrag 2021-04 |
