Language promotion in preschools – Enhancing instructional support through different training formats

提高幼儿园语言推广的有效性，是促进幼儿语言发展，增加机会平等的必要条件。因此，在职培训在加强对他们的指导支持方面发挥着核心作用。虽然在职培训方法“Mit Kindern im Gespräch”（“与儿童交谈”，Kammermeyer et al. 2017）（MKG）的长期效果非常有希望，但还没有可能将教学支持提高到高质量水平。个人教练可能被证明是一个关键变量（Lipowsky 2011）。然而，目前还不清楚这种格式如何影响教学支持的改进，因为这种格式一直是与其他格式相结合实施。此外，其他个人和情境因素对继续培训后的教学支持的影响知之甚少。先前开展的DFG项目（“日托中心的语言推广。本研究的出发点是：幼儿园教师资格评估的概念：加强师幼互动。结果表明，MKG方法对幼儿教师的教学支持有长期影响（Kammermeyer，Leber等人，2019年），但这些影响尚未达到高质量的必要范围。在职培训和个人辅导相结合，因此，目前还不清楚如何解释的效果。本研究的目的是（a）找出是否有不同的改善教学支持，这取决于个人辅导的比例是在继续培训。(b)调查哪部分增加的教学支持取决于交付格式和个人（口头智力）和上下文变量（经理和团队支持）和（c）澄清哪些人和上下文变量调节教学支持和交付格式之间的相关性。此外，还将分析（d）进一步培训后的教学内容知识和教学内容信念在三种交付形式之间是否存在显著差异。为了实现这些目标，将进行一项具有前后随访设计的实验性随机两队列田间研究。将使用国际公认的CLASS观察方法（Pianta等人，2008）评估教学支持的质量。与以往的研究相比，本研究的特点是在个体处理中，学习时间和内容等关键影响因素保持不变。

Improving the effectiveness of language promotion in kindergarten is necessary for enhan-cing the language development of children and thereby for increasing equal opportunities. Thus, in-service-trainings play a central role in enhancing their instructional support. Although the results of the long-term effects of the in-service-training approach "Mit Kindern im Gespräch" ("Talking to children", Kammermeyer et al. 2017) (MKG) are quite promising, it has not yet been possible to raise the instructional support to a high level of quality. Individual coaching could possibly prove to be a key variable (Lipowsky 2011). However it is unclear how this format influences the improvement of instructional support because this format has always been implemented in combination with other formats. In addition, little is known about the impact of other personal and contextual factors on instructional support after further trai-ning. The findings of the prior conducted DFG-project ("Language Promotion in Daycare Centers. Evaluation of a Qualification Concept for Preschool Teachers for Intensifying the Teacher-Child Interaction") are the starting point for this study. Results showed that the MKG-Approach had long-term effects on preschool teachers’ instructional support (Kammermeyer, Leber et al., 2019) but that these effects were not yet in the necessary range of high quality. In-service-training and individual coaching were combined so that it remains unclear how the effects can be interpreted. Aims of the present study are (a) to find out whether there are differences in the improvement of instructional support, depending on how high the proportion of individual coaching is in further training. (b) to investigate which part of the increased instructional support depends on delivery format and personal (verbal intelligence) and context variables (manager and team support) and (c) to clarify which person and context variables moderate the correlation between instructional support and delivery format. Furthermore, it will be analyzed whether (d) pedagogical content knowledge and pedagogical content beliefs after further training differ significantly between the three delivery formats. To achieve these aims an experimental ran-domized two-cohort field study with a pre-post-follow-up-design will be conducted. Quality of instructional support will be assessed using the internationally recognized CLASS observation method (Pianta et al. 2008). In contrast to previous studies special feature of the study is that key influencing factors such as learning time and content are kept constant in the individual treatments.