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ERIC Number: EJ1085050
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-0300-4430
Does Early Childhood Teacher Education Foster Professional Competencies? Professional Competencies of Beginners and Graduates in Different Education Tracks in Germany
Strohmer, Janina; Mischo, Christoph
Early Child Development and Care, v186 n1 p42-60 2016
In this study, the development of prospective early childhood teachers' competencies during teacher education is investigated. In detail, early childhood teachers' beliefs about the relevance of competencies, their competence-related self-concept and objective measures of knowledge regarding language and language development were assessed. Altogether the sample consists of 1120 prospective early childhood teachers of different educational tracks in Germany (professional schools and universities), half of the sample at the beginning and the other half at the end of preservice teacher education. Descriptive analyses give insight into perceived relevance and competence-related self-concepts in various domains and language-related knowledge at the beginning and the end of teacher education. Multilevel analyses show that differences in subjective and objective competence-facettes between beginners and graduates as well as between students of different educational tracks exist. Implications for early childhood teacher education are discussed.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education; Postsecondary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany