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Preschool Teachers' Self-Efficacy Beliefs and Interaction Quality in the Domain of Instructional Support--Do Professional Vision Competencies Moderate This Relation?
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Wolstein, Katrin; Ehm, Jan-Henning; Peters, Svenja; Mischo, Christoph – European Early Childhood Education Research Journal, 2021
The quality of instructional supportive interactions between preschool teachers and children positively relates to learning and developmental outcomes of children in institutions of early childhood education and care. The main focus of preschool teacher research, therefore, is on the impact of preschool teacher competencies in interaction quality.…
Descriptors: Preschool Teachers, Self Efficacy, Teacher Attitudes, Teacher Student Relationship
Does Early Childhood Teacher Education Foster Professional Competencies? Professional Competencies of Beginners and Graduates in Different Education Tracks in Germany
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Strohmer, Janina; Mischo, Christoph – Early Child Development and Care, 2016
In this study, the development of prospective early childhood teachers' competencies during teacher education is investigated. In detail, early childhood teachers' beliefs about the relevance of competencies, their competence-related self-concept and objective measures of knowledge regarding language and language development were assessed.…
Descriptors: Early Childhood Education, Self Concept, Preservice Teacher Education, Teacher Attitudes
Early Childhood Teachers' Perceived Competence during Transition from Teacher Education to Work: Results from a Longitudinal Study
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Mischo, Christoph – Professional Development in Education, 2015
The transition from education to work is a challenge for early childhood teachers. In this study, competence self-ratings of 348 German early childhood teachers were investigated one year before, at the end of and four months after early childhood teacher education at universities and vocational schools. Perceived competence was assessed by means…
Descriptors: Foreign Countries, Preschool Teachers, Early Childhood Education, Teacher Competencies
The Development of Early Childhood Teachers' Language Knowledge in Different Educational Tracks
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Strohmer, Janina; Mischo, Christoph – Journal of Education and Training Studies, 2015
Early childhood teachers should have extensive knowledge about language and language development, because these facets of professional knowledge are considered as important requirements for fostering language development in early childhood education settings. It is assumed that early childhood teachers acquire this knowledge during pre-service…
Descriptors: Preschool Teachers, Language Acquisition, Knowledge Base for Teaching, Teacher Competencies