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

提高幼儿园语言推广的有效性，对于促进儿童的语言发展，从而增加平等机会是必要的。因此，在职培训在加强他们的教学支持方面发挥着核心作用。虽然在职培训方法“麻省理工学院Kindern im Gespräch”(“与儿童交谈”，Kammermeyer等人)的长期效果。(2017)(MKG)是相当有希望的，但还不可能将教学支持提高到高质量水平。个人教练可能会被证明是一个关键变量(LiPowsky，2011)。但是，这种格式对改进教学支助的影响尚不清楚，因为这种格式一直与其他格式结合使用。此外，关于其他个人和情境因素对进一步培训后的教学支持的影响也知之甚少。先前进行的DFG项目(“日托中心的语言推广。加强师生互动的幼儿教师资格概念评估”)是本研究的起点。结果表明，MKG方法对幼儿教师的教学支持有长期的影响(Kammermeyer，Leber等人，2019)，但这些影响还没有达到高质量的必要范围。在职培训和个人教练被结合在一起，因此目前还不清楚如何解释这些影响。本研究的目的是：(A)根据个别教练在进一步培训中所占的比例，找出在改善教学支持方面是否存在差异。(B)调查增加的教学支持的哪一部分取决于提供形式和个人(言语智力)和背景变量(经理和团队支持)，以及(C)澄清哪些人和背景变量缓和了教学支持和提供形式之间的相关性。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授课形式之间是否存在显著差异。为了实现这些目标，将进行一项试验性随机双队列现场研究，并进行事前、事后跟踪设计。教学支持的质量将使用国际公认的课堂观察法进行评估(Pianta等人。2008年)。与以往的研究不同，本研究的特点是，在个别治疗中，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.