A mixed methods study of teacher-child interaction quality and teacher beliefs in early childhood education
Yazarlar (1)
Doç. Dr. Rahime ÇOBANOĞLU BEYÇAYİRİ Sinop Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
(Uluslararası alan indekslerindeki dergilerde yayınlanan tam makale)
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| Dergi Adı | PQDT-Global | ||
| Makale Dili | – | Basım Tarihi | 01-2017 |
| Makale Linki | https://search.proquest.com/openview/481dc2e0cb831f92cbac230361ca2769/1?pq-origsite=gscholar&cbl=2026366&diss=y | ||
| UAK Araştırma Alanları |
Eğitim Programları ve Öğretim
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| Özet |
| This study examined teacher-child interaction quality in preschool classrooms, some aspects of early childhood teachers’ beliefs (ie, beliefs about developmentally appropriate practice, beliefs about developmentally inappropriate practice, teacher self-efficacy, and general teaching efficacy), and the interplay between them through a mixed methods research design. Data were collected through teacher survey and interviews, and structured and unstructured classroom observations. A sample of 47 teachers selected via cluster random sampling and two samples each of which involved four teachers selected through extreme case sampling addressed the main research questions in the study. Descriptive statistics and correlational, canonical, path, and content analyses were utilized in data analyses. |
| Anahtar Kelimeler |
