Teacher Engagement in Core Components of an Effective, Early Childhood Professional Development Course: Links to Changes in Teacher-Child Interactions

Autor/inn/en	Williford, Amanda P.; Carter, Lauren M.; Maier, Michelle F.; Hamre, Bridget K.; Cash, Anne; Pianta, Robert C.; Downer, Jason T.
Titel	Teacher Engagement in Core Components of an Effective, Early Childhood Professional Development Course: Links to Changes in Teacher-Child Interactions
Quelle	In: Journal of Early Childhood Teacher Education, 38 (2017) 1, S.102-118 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2016.1269028
Schlagwörter	Early Childhood Education; Course Content; Teacher Characteristics; Teacher Student Relationship; Predictor Variables; Preschool Teachers; Teacher Improvement; Majors (Students); Educational Quality; Faculty Development; Instructional Design; Pedagogical Content Knowledge; Teacher Attitudes; Rating Scales; Correlation; Data Analysis; New York (New York); Connecticut (Hartford); Illinois (Chicago); California (Stockton); Ohio (Dayton); Ohio (Columbus); Tennessee (Memphis); North Carolina (Charlotte); Rhode Island (Providence) + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kursprogramm; Teacher student relationships; Lehrer-Schüler-Beziehung; Prädiktor; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Quality of education; Bildungsqualität; Lesson concept; Lessonplan; Unterrichtsentwurf; Pädagogische Kompetenz; Lehrerverhalten; Rating-Skala; Korrelation; Auswertung
Abstract	This study built on prior research regarding the effectiveness of the National Center for Research in Early Childhood Education (NCRECE) course by exploring the individual course components. Core aspects of course engagement and performance were described and examined in relation to improvements in the observed quality of teacher-child interactions. Teacher characteristics were also examined as predictors of course engagement and performance. A sample of 150 preschool teachers participated in a semester-long, credit-bearing, college course designed to improve the quality of their emotional, organizational, and instructional interactions with children. Teachers' participation and performance in the course were high on average. Teachers' skill level in accurately and specifically explaining other teachers' instances of effective teacher-child interactions was related to improvements in their own observed teacher-child interactions. Finally, teachers with an early childhood major and those endorsing child-centered beliefs displayed better skills in detecting other teachers' high-quality interactions with children. Results are discussed in relation to designing more effective early childhood professional development programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01