Greek Pre-Service Kindergarten Teachers' Beliefs and Intensions about the Importance of Teacher-Child Interactions

Autor/inn/en	Sakellariou, Maria; Rentzou, Konstantina
Titel	Greek Pre-Service Kindergarten Teachers' Beliefs and Intensions about the Importance of Teacher-Child Interactions
Quelle	In: Early Child Development and Care, 182 (2012) 1, S.123-135 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2010.545887
Schlagwörter	Correlation; Kindergarten; Preschool Teachers; Foreign Countries; Student Teacher Attitudes; Beliefs; Intention; Teacher Student Relationship; Early Childhood Education; Interaction; Verbal Communication; Nonverbal Communication; Play; Teacher Role; Classroom Techniques; Greece + Suchen Sie Ihr Suchwort? Korrelation; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ausland; Belief; Glaube; Teacher student relationships; Lehrer-Schüler-Beziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Interaktion; Non-verbal communication; Nonverbale Kommunikation; Spiel; Lehrerrolle; Klassenführung; Griechenland
Abstract	The experiences children have and the attachments they form early in life have a decisive, long-lasting impact on their later development and learning. The present study aims at exploring the continuum of the beliefs reported by Greek pre-service kindergarten teachers and how those beliefs relate to their intensions about the importance of teacher-child interactions. When examining how teaching beliefs influence the way in which teachers interact with children, it may be potentially important to assess teaching intensions as well. Though a vast amount of research has explored the association between teachers' beliefs and practices, scarce research has examined the relationship between beliefs and intensions. This study is designed to examine Greek pre-service kindergarten teachers' self-reported beliefs and intensions on aspects of early childhood educators-children interaction. Research results indicate that participants favour sensitive and appropriate caregiving in both their beliefs and intensions. Yet, data reveal that participants' beliefs are more developmentally appropriate than are their intensions. Correlation analysis shows that pre-service kindergarten teachers' beliefs do not correlate with their intension. (Contains 2 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10