PLAYING-2-GETHER: Can Brief In-Service Training Influence Preschool Teachers' Awareness of Play-Based Strategies for Improving Relationships?

Autor/inn/en	Coelho, Vera; Araújo, Sara Barros; Sanches-Ferreira, Manuela; Vancraeyveldt, Caroline
Titel	PLAYING-2-GETHER: Can Brief In-Service Training Influence Preschool Teachers' Awareness of Play-Based Strategies for Improving Relationships?
Quelle	In: International Journal of Early Years Education, 31 (2023) 2, S.385-400 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coelho, Vera) ORCID (Araújo, Sara Barros) ORCID (Sanches-Ferreira, Manuela) ORCID (Vancraeyveldt, Caroline)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2022.2037078
Schlagwörter	Inservice Teacher Education; Preschool Teachers; Faculty Development; Teacher Student Relationship; Play; Preschool Children; Teacher Competencies; Interaction; Foreign Countries; Program Effectiveness; Teacher Attitudes; Observation; Student Needs; Portugal + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Spiel; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Lehrkunst; Interaktion; Ausland; Lehrerverhalten; Beobachtung
Abstract	This study explores how brief in-service training influences preschool teachers' awareness of competences relevant for building high-quality teacher-child relationships. A pre- and post-test design was used, with a 5-h training session in-between. Thirty-four in-service preschool teachers completed a video-based task before and after training. Qualitative and quantitative analyses were conducted. After the session, the number of teachers identifying the key principles of building relationships with children was significantly higher for one out of the five situations analysed; the number of teachers identifying competencies for building positive relationships was significantly higher for three out of the five situations. Strategies such as observing children were easily identified (before and after training) and strategies such as taking into account the child relational needs were hardly ever identified (before and after training). Discussion highlights potential differential effects of brief in-service training according to the complexity of the training content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01