Literaturnachweis - Detailanzeige
Autor/inn/en | Torres, Elisa; Narea, Marigen; Mendive, Susana |
---|---|
Titel | Change in Early Childhood Classroom Interaction Quality after a Professional Development Programme (Cambio en la calidad de las interacciones pedagógicas en Educación Infantil tras un programa de desarrollo profesional) |
Quelle | In: Journal for the Study of Education and Development, 45 (2022) 1, S.220-243 (24 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Torres, Elisa) ORCID (Narea, Marigen) ORCID (Mendive, Susana) |
Sprache | englisch; spanisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0210-3702 |
DOI | 10.1080/02103702.2021.1972699 |
Schlagwörter | Foreign Countries; Early Childhood Education; Early Childhood Teachers; Teacher Aides; Faculty Development; Professional Development; Interaction; Classroom Environment; Psychological Needs; Caring; Empathy; Social Support Groups; Low Income; Socioeconomic Status; Chile; Classroom Assessment Scoring System Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Handreichung; Lehrerhilfe; Interaktion; Klassenklima; Unterrichtsklima; Care; Pflege; Sorge; Betreuung; Empathie; Social support; Soziale Unterstützung; Niedriglohn; Socio-economic status; Sozioökonomischer Status |
Abstract | The goal of this study was to analyse changes in classroom interaction quality in 85 early childhood classrooms in vulnerable social contexts in Santiago de Chile which participated in the first year of a professional development programme. Classroom interaction quality was measured using the Classroom Assessment Scoring System (CLASS) at the beginning and end of the school year. Contingency tables were built in the experimental and control groups and subsequently analysed with the chi-square and odds ratio. Results show that most classrooms maintained low quality levels, even after having received the intervention. A significant decrease in quality level of emotional support was also observed in the control group. These results have important implications for quality evaluation policy and practices and for the design and implementation of professional development programmes in early childhood education. [Translation from Spanish by Mary Black.] (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |