Professional vision in kindergarten

在德国，作为教育和学习机构的幼儿环境已成为关注的焦点，从而强调幼儿教师的专业化。到目前为止，关于幼儿教师专业行为的认知前提条件知之甚少。关于学校教师的研究，他们对教学情景的专业视野已被证明是专业行为的相关前提条件。成功的教师能够通过运用他们的专业知识和认知图式和剧本来识别教学情节的相关特征，并从他们的感知中得出正确的结论。与幼儿教师相关的研究非常少见。在幼儿园专业视野研究中，探讨了不同专业发展阶段的幼儿教师的专业视野是否存在差异，专业视野与专业知识和信念之间的关系，以及知识、信念和专业视野与幼儿园教育环境中的职业行为之间的关系。在主要研究中，对40名初学者、40名高级初学者和40名合格的教师(专家)进行了调查(N=120)。对这120名幼儿教师的专业知识、信念和其他与能力相关的特征进行了评估。专业视力是通过基于视频的真实幼儿园情节(图画书阅读、与一群孩子共进晚餐和基于规则的游戏)来衡量的。通过这样做，评估参与者是否注意到视频序列的相关特征并像专家那样对这些特征进行推理。此外，还探讨了专业视野与专业知识以及基于经验的图式和信念之间的关系。同时，通过一个有效的观察方案来观察幼儿园参与者的行为，研究了认知先决条件(知识、专业视野)和信念与专业行为之间的关系。研究结果将增进我们对幼儿教师专业行为认知先决条件的基础研究，并有望有助于幼儿教师专业化的循证发展。

In Germany, early childhood settings as institutions of education and learning have come into focus, thereby emphasizing the professionalization of early childhood teachers. So far little is known about the cognitive prerequisites of early childhood teachers teachers professional action.Regarding research about school teachers, their professional vision of instructional episodes has proven to be a relevant prerequisite for professional action. Successful teachers are able to identify relevant characteristics of instructional episodes and to draw correct conclusions from their perception by applying their professional knowledge and cognitive schemas and scripts. Corresponding studies with early childhood teachers are very rare. In the research project Professional Vision in kindergarten it is investigated, (1) whether professional vision differs between early childhood teachers of different stages in their professional development, (2) how professional vision is related to professional knowledge and beliefs, and (3) how knowledge, beliefs and professional vision are related to professional action in kindergarten educational settings. In the main study, 40 beginners, 40 advanced beginners at their carrier entry and 40 competent teachers (experts) are investigated (N = 120). Regarding these 120 early childhood teachers, professional knowledge, beliefs and other competence-relevant characteristics are assessed. Professional vision is measured by the video-based presentation of authentic kindergarten episodes (picture book reading, meal with a group of children and a rule based game). By doing so, it is assessed whether participants notice relevant features of the video-sequences and reason about these features as experts do. In addition, relations between professional vision and professional knowledge as well as experience based schemas and beliefs are investigated. As also the participants behavior in kindergarten is observed by means of a valid observational scheme, relationships between cognitive prerequisites (knowledge, professional vision) and beliefs on the one hand and professional action are investigated. Results of the study will enhance our knowledge in basic research about cognitive prerequisites of early childhood teachers professional action and will hopefully contribute to an evidence based professionalization of early childhood teachers.