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ERIC Number: EJ1173039
Record Type: Journal
Publication Date: 2018
Pages: 22
Abstractor: As Provided
ISSN: ISSN-0144-3410
Profiles of Teacher-Child Interaction Quality in Preschool Classrooms and Teachers' Professional Competence Features
Hu, Bi Ying; Chen, Liang; Fan, Xitao
Educational Psychology, v38 n3 p264-285 2018
This paper investigates early childhood education (ECE) teachers' self-reported and observed teacher-child interaction quality (TIQ) and the associated teachers' professional competence features using a latent profile analysis (LPA) approach to identify the variations in the quality of classroom experiences in Chinese preschools. A total of 164 female preschool teachers aged 20--58 participated in this study. The analysis and discussions focus on four identified profiles of teachers: low-quality teachers (n = 9) characterised by lowest scores in both observational and self-reported TIQ; self-overestimated teachers (n = 59) with relatively low observed CLASS scores but high self-reported TIQ; self-underestimated teachers (n = 76) scoring relatively high in observed TIQ but low in self-assessed TIQ and low-level self-efficacy; and genuine high-quality teachers (n = 20) rated highest in both observational and self-reported TIQ. Findings on specific educational and psychological characteristics of the four profiles of teachers that we have identified through an LPA provide insights into teacher training in China.
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A