Teachers' Perceptions of Their Personal Early Childhood Special Education Competence in Day Care

Autor/inn/en	Holst, Teija K.; Pihlaja, Paivi M.
Titel	Teachers' Perceptions of Their Personal Early Childhood Special Education Competence in Day Care
Quelle	In: Teacher Development, 15 (2011) 3, S.349-362 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2011.608517
Schlagwörter	Educational Research; Test Reliability; Children; Kindergarten; Special Education; Child Care; Teacher Attitudes; Early Childhood Education; Preschool Teachers; Foreign Countries; Questionnaires; Expertise; Competence; Developmental Disabilities; Physical Disabilities; Municipalities; Child Development; Preschool Education; Finland + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Testreliabilität; Child; Kind; Kinder; Special needs education; Sonderpädagogik; Sonderschulwesen; Kinderfürsorge; Kinderbetreuung; Lehrerverhalten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ausland; Fragebogen; Expert appraisal; Kompetenz; Entwicklungsstörung; Physical handicap; Körperbehinderung; Magistrat; Kindesentwicklung; Finnland
Abstract	The purpose of this study is to examine and compare kindergarten and special kindergarten teachers' perceptions of their own competence in early childhood special education (ECSE) in Finnish day care. This comparison is based on the kindergarten teachers' and special kindergarten teachers' self-evaluation. Teachers evaluated their theoretical and practical ECSE competence. The research questionnaire consisted of six ECSE working areas. The aim of this study is to integrate theory and practice, and participation in expert culture by bringing educational research and practical education closer to each other. The results reported here imply that the respondents evaluate their theoretical and practical ECSE competence to be better than moderate; the test reliability was quite high. Special kindergarten teachers assess their knowledge competence more highly than kindergarten teachers. Teachers ranked their practical competence higher than their theoretical competence. (Contains 3 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10