Profiles of Teacher-Child Interaction Quality in Preschool Classrooms and Teachers' Professional Competence Features

Autor/inn/en	Hu, Bi Ying; Chen, Liang; Fan, Xitao
Titel	Profiles of Teacher-Child Interaction Quality in Preschool Classrooms and Teachers' Professional Competence Features
Quelle	In: Educational Psychology, 38 (2018) 3, S.264-285 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2017.1328488
Schlagwörter	Profiles; Teacher Student Relationship; Teacher Education; Teacher Effectiveness; Teacher Characteristics; Foreign Countries; Preschool Teachers; Educational Quality; Preschool Children; Scores; Classroom Observation Techniques; Teacher Attitudes; Personality Traits; Self Efficacy; Emotional Intelligence; Multivariate Analysis; Statistical Analysis; China + Suchen Sie Ihr Suchwort? Charakterisierung; Profilanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Quality of education; Bildungsqualität; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Lehrerverhalten; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Self-efficacy; Selbstwirksamkeit; Emotionale Intelligenz; Multivariate Analyse; Statistische Analyse
Abstract	This paper investigates early childhood education (ECE) teachers' self-reported and observed teacher-child interaction quality (TIQ) and the associated teachers' professional competence features using a latent profile analysis (LPA) approach to identify the variations in the quality of classroom experiences in Chinese preschools. A total of 164 female preschool teachers aged 20--58 participated in this study. The analysis and discussions focus on four identified profiles of teachers: low-quality teachers (n = 9) characterised by lowest scores in both observational and self-reported TIQ; self-overestimated teachers (n = 59) with relatively low observed CLASS scores but high self-reported TIQ; self-underestimated teachers (n = 76) scoring relatively high in observed TIQ but low in self-assessed TIQ and low-level self-efficacy; and genuine high-quality teachers (n = 20) rated highest in both observational and self-reported TIQ. Findings on specific educational and psychological characteristics of the four profiles of teachers that we have identified through an LPA provide insights into teacher training in China. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01