The Relationship between Internal Teacher Profiles and the Quality of Teacher-Child Interactions in Prekindergarten

Autor/in	Decker-Woodrow, Lauren
Titel	The Relationship between Internal Teacher Profiles and the Quality of Teacher-Child Interactions in Prekindergarten
Quelle	In: Journal of Research in Childhood Education, 32 (2018) 1, S.32-51 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Decker-Woodrow, Lauren)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2017.1393030
Schlagwörter	Profiles; Teacher Student Relationship; Preschool Education; Preschool Teachers; Teacher Attitudes; Preschool Children; Educational Quality; Beliefs; Teacher Characteristics; Rating Scales; Self Efficacy; Classroom Techniques; Teacher Effectiveness; Questionnaires; Observation; Symptoms (Individual Disorders); Depression (Psychology); Measures (Individuals); Statistical Analysis; Regression (Statistics); Least Squares Statistics; Massachusetts; New Jersey; Texas; Washington; Wisconsin; Early Childhood Environment Rating Scale; Center for Epidemiologic Studies Depression Scale + Suchen Sie Ihr Suchwort? Charakterisierung; Profilanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Lehrerverhalten; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Quality of education; Bildungsqualität; Belief; Glaube; Rating-Skala; Self-efficacy; Selbstwirksamkeit; Klassenführung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Fragebogen; Beobachtung; Psychiatrische Symptomatik; Messdaten; Statistische Analyse; Regression; Regressionsanalyse; Master-Studiengang
Abstract	This study investigates the relationship between internal teacher profiles and pre-K teacher-child interaction quality in the pre-K classroom. Two questions were addressed: (1) What internal profiles exist for pre-kindergarten (pre-K) teachers? and (2) Do internal profiles relate to observed structural and process quality in the pre-K classroom? Questionnaire and observational data were collected for 437 teachers as part of the National Center for Early Development's State Wide Early Education Programs study. Four stable internal teacher profiles were found for pre-K teachers: efficacious facilitators, efficacious authoritarian, inefficacious facilitators, and dispirited authoritarian. Efficacious facilitators provided greater emotional support, classroom management, quality interactions, and provisions for children. Implications are discussed in terms of the importance of understanding the large variability currently seen in early education quality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01