A Course on Effective Teacher-Child Interactions: Effects on Teacher Beliefs, Knowledge, and Observed Practice
A Course on Effective Teacher-Child Interactions: Effects on Teacher Beliefs, Knowledge, and Observed Practice
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DOI：
10.3102/0002831211434596
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发表时间：
2012-02-01
影响因子：
3.6
通讯作者：
Scott-Little, Catherine
中科院分区：
文献类型：
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作者：
Hamre, Bridget K.;Pianta, Robert C.;Scott-Little, Catherine
在440名幼儿教师中，一半被随机分配参加为期14周的有效师生互动课程。本课程使用课堂评估评分系统(班级)作为组织、描述和演示有效的师生互动的基础。与处于控制状态的教师相比，那些接触这门课程的教师报告了更多的有意教学信念，并展示了更多关于检测有效互动的知识和技能。此外，参加这门课程的教师被观察到表现出更有效的情感和教学互动。这门课程对副学士学位以下的教师和拥有高级学位的教师同样有效。这一结果对通过高等教育系统提高幼儿教育项目质量的努力具有重要意义。
Among 440 early childhood teachers, half were randomly assigned to take a 14-week course on effective teacher-child interactions. This course used the Classroom Assessment Scoring System (CLASS) as the basis to organize, describe, and demonstrate effective teacher-child interactions. Compared to teachers in a control condition, those exposed to the course reported more intentional teaching beliefs and demonstrated greater knowledge of and skills in detecting effective interactions. Furthermore, teachers who took the course were observed to demonstrate more effective emotional and instructional interactions. The course was equally effective across teachers with less than an associate's degree as well as those with advanced degrees. Results have implications for efforts to improve the quality of early childhood programs through the higher education system.