A Course on Effective Teacher-Child Interactions: Effects on Teacher Beliefs, Knowledge, and Observed Practice

Autor/inn/en	Hamre, Bridget K.; Pianta, Robert C.; Burchinal, Margaret; Field, Samuel; LoCasale-Crouch, Jennifer; Downer, Jason T.; Howes, Carollee; LaParo, Karen; Scott-Little, Catherine
Titel	A Course on Effective Teacher-Child Interactions: Effects on Teacher Beliefs, Knowledge, and Observed Practice
Quelle	In: American Educational Research Journal, 49 (2012) 1, S.88-123 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831211434596
Schlagwörter	Early Childhood Education; Teacher Student Relationship; Beliefs; Knowledge Base for Teaching; Pedagogical Content Knowledge; Educational Practices; Control Groups; Experimental Groups; Teaching Skills; Emotional Intelligence; Program Effectiveness; Inservice Teacher Education; Aptitude Treatment Interaction; Protocol Analysis; Likert Scales; Teacher Attitudes; Preschool Evaluation; Preschool Teachers + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teacher student relationships; Lehrer-Schüler-Beziehung; Belief; Glaube; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Bildungspraxis; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Emotionale Intelligenz; Lehrerfortbildung; Likert-Skala; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule
Abstract	Among 440 early childhood teachers, half were randomly assigned to take a 14-week course on effective teacher-child interactions. This course used the Classroom Assessment Scoring System (CLASS) as the basis to organize, describe, and demonstrate effective teacher-child interactions. Compared to teachers in a control condition, those exposed to the course reported more intentional teaching beliefs and demonstrated greater knowledge of and skills in detecting effective interactions. Furthermore, teachers who took the course were observed to demonstrate more effective emotional and instructional interactions. The course was equally effective across teachers with less than an associate's degree as well as those with advanced degrees. Results have implications for efforts to improve the quality of early childhood programs through the higher education system. (Contains 2 notes, 4 tables, and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10