Teacher-child interaction quality in early childhood education: the impact of teacher beliefs
Yazarlar (3)
Doç. Dr. Rahime ÇOBANOĞLU BEYÇAYİRİ Sinop Üniversitesi, Türkiye
Yesim Capa-Aydin
Middle East Technical University (Metu), Türkiye
Middle East Technical University (Metu), Türkiye
Öğr. Gör. Ali Yildirim Göteborgs Universitet, İsveç
| Makale Türü | Özgün Makale (ESCI dergilerinde yayınlanan tam makale) | ||
| Dergi Adı | Education 3 13 | ||
| Dergi ISSN | 0300-4279 Dergi Bilgileri (2023) | ||
| Dergi Tarandığı Indeksler | ESCI | ||
| Makale Dili | Ingilizce | Basım Tarihi | 09-2023 |
| Cilt / Sayı / Sayfa | 53 / 6 / 1018–1031 | DOI | 10.1080/03004279.2023.2260811 |
| Makale Linki | https://www.tandfonline.com/doi/epdf/10.1080/03004279.2023.2260811?needAccess=true | ||
| UAK Araştırma Alanları |
Eğitim Programları ve Öğretim
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| Özet |
| This study examines the status of teacher-child interaction quality, the nature of teacher beliefs, and their relationship in the context of preschool classrooms in a metropolitan city in Turkey via a mixed-methods research design. Quantitative data were collected from 47 preschool teachers through teacher survey and structured classroom observation methods using the Classroom Assessment Scoring System (CLASS). In the qualitative dimension, semi-structured interviews were conducted with four preschool teachers, purposefully selected based on their CLASS scores. The results revealed that the overall quality of teacher-child interaction was ‘average’ in the classrooms. Preschool teachers were generally positive about their capabilities to teach and tended to espouse developmentally appropriate practice to a great extent, but these beliefs did not consistently align with the teacher-child interaction quality … |
| Anahtar Kelimeler |
| CLASS | DAP | teacher beliefs | teacher self-efficacy | Teacher-child interaction |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Web of Science | 3 |
| Scopus | 4 |
| Google Scholar | 8 |