Attitudes of Dutch and German Preschool Teachers towards Professional Childcare: A Cultural Comparison

Autor/inn/en	Konig, Anke; van der Aalsvoort, Geerdina Maria
Titel	Attitudes of Dutch and German Preschool Teachers towards Professional Childcare: A Cultural Comparison
Quelle	In: Early Years: An International Journal of Research and Development, 29 (2009) 3, S.249-260 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
Schlagwörter	Teacher Education; Class Activities; Learning Activities; Cross Cultural Studies; Measures (Individuals); Preschool Teachers; German; Teaching Methods; Comparative Analysis; Cultural Differences; Teacher Attitudes; Child Care; Educational Environment; Video Technology; Questionnaires; Social Development; Cognitive Development; Physical Development; Emotional Development; Child Development; Developmental Stages; Teacher Role; Germany; Japan; Netherlands + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Lernaktivität; Cultural comparison; Kulturvergleich; Messdaten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Deutscher; Teaching method; Lehrmethode; Unterrichtsmethode; Kultureller Unterschied; Lehrerverhalten; Kinderfürsorge; Kinderbetreuung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Fragebogen; Soziale Entwicklung; Kognitive Entwicklung; Körperliche Entwicklung; Gefühlsbildung; Kindesentwicklung; Lehrerrolle; Deutschland; Niederlande
Abstract	This study explores educators' reflections on professional childcare practice in different national contexts. The data were collected by showing video clips of classroom activities in Japanese, Dutch and German pre-schools to experienced German and Dutch pre-school teachers. The clips were used to elicit their opinions on playing and learning in educational settings through a standardized questionnaire completed immediately after viewing each clip. The participants were also invited to rate the strength of cognitive, social, physical and emotional developmental domains during the activity. These data were analysed by classifying the questionnaire responses into four categories: remarks related to teachers, to children, to peers and to context. The frequencies of the categories and the ratings of developmental domains were computed and compared by t-tests between the German and the Dutch sample. The findings revealed that pre-school teachers offered more elaborated perspectives on the content of the foreign video clips than on the clips from their own country. There were also some differences with regard to developmental domains. With regard to pre-school teacher training it was concluded that the teachers' knowledge base should be used as an input for their professional practice. (Contains 1 figure, 3 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10