Development of Professional Teacher Competences for Cooperation with Parents

Autor/inn/en	Viskovic, Ivana; Višnjic Jevtic, Adrijana
Titel	Development of Professional Teacher Competences for Cooperation with Parents
Quelle	In: Early Child Development and Care, 187 (2017) 10, S.1569-1582 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Viskovic, Ivana) ORCID (Višnjic Jevtic, Adrijana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1299145
Schlagwörter	Teacher Competencies; Workshops; Faculty Development; Self Evaluation (Individuals); Questionnaires; Program Effectiveness; Teaching Skills; Parent Teacher Cooperation; Foreign Countries; Kindergarten; Knowledge Level; Teacher Attitudes; Statistical Analysis; Statistical Significance; Croatia; United Kingdom; Norway; Poland; Greece + Suchen Sie Ihr Suchwort? Lehrkunst; Lernwerkstatt; Schulung; Fragebogen; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Ausland; Wissensbasis; Lehrerverhalten; Statistische Analyse; Kroatien; Großbritannien; Norwegen; Polen; Griechenland
Abstract	Based on the belief that professional competences can partially be developed through professional training a cycle of ten educational workshops was designed. Combining theoretical knowledge, quality practice examples and discussions, the workshops strived to improve professional teacher competences. The assumed outcome was determined by difference between initial and summative participants' self-evaluation results. Reliability of the "Teacher self-evaluation questionnaire" was determined through application of Cronbach's Alpha coefficient and is high regarding all scales (0.919 = ? = 0.950). The sample is adequate and includes participants from both workshops cycles--global, held in United Kingdom and local, held in Croatia. The results of the empirical non-experimental research indicate that upon completion, in the second subsample, in which the workshops lasted for ten weeks, there was a statistically significant (p<0.01) difference regarding teachers' self-evaluation of knowledge (t = -3.566) and skills (t = -3.316) for cooperation with parents compared to initial results. Neither sample exhibits a statistically significant difference regarding self-evaluation of attitudes. Teachers estimate that they have developed knowledge and skills necessary for cooperation with parents by the systematic training in a specific period of time which allows for verification and practice of learned skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01