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Profiles of teacher-child interaction quality in preschool classrooms and teachers' professional competence features
Bi Ying Hu1; Liang Chen2; Xitao Fan1
2018
Source PublicationEDUCATIONAL PSYCHOLOGY
ISSN0144-3410
Volume38Issue:3Pages:264-285
Abstract

This paper investigates early childhood education (ECE) teachers' self-reported and observed teacher-child interaction quality (TIQ) and the associated teachers' professional competence features using a latent profile analysis (LPA) approach to identify the variations in the quality of classroom experiences in Chinese preschools. A total of 164 female preschool teachers aged 20-58 participated in this study. The analysis and discussions focus on four identified profiles of teachers: low-quality teachers (n=9) characterised by lowest scores in both observational and self-reported TIQ; self-overestimated teachers (n=59) with relatively low observed CLASS scores but high self-reported TIQ; self-underestimated teachers (n=76) scoring relatively high in observed TIQ but low in self-assessed TIQ and low-level self-efficacy; and genuine high-quality teachers (n=20) rated highest in both observational and self-reported TIQ. Findings on specific educational and psychological characteristics of the four profiles of teachers that we have identified through an LPA provide insights into teacher training in China.

KeywordEarly Childhood Education Teacher-child Interaction Quality Professional Competence Latent Profile Analysis China
DOI10.1080/01443410.2017.1328488
URLView the original
Indexed BySSCI ; SSCI
Language英语
WOS Research AreaEducation & Educational Research ; Psychology
WOS SubjectEducation & Educational Research ; Psychology, Educational
WOS IDWOS:000427552700002
PublisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
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Cited Times [WOS]:4   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorLiang Chen
Affiliation1.Faculty of Education, University of Macau, Macau, China
2.School of Psychology, Shandong Normal University, Jinan, China
First Author AffilicationFaculty of Education
Recommended Citation
GB/T 7714
Bi Ying Hu,Liang Chen,Xitao Fan. Profiles of teacher-child interaction quality in preschool classrooms and teachers' professional competence features[J]. EDUCATIONAL PSYCHOLOGY,2018,38(3):264-285.
APA Bi Ying Hu,Liang Chen,&Xitao Fan.(2018).Profiles of teacher-child interaction quality in preschool classrooms and teachers' professional competence features.EDUCATIONAL PSYCHOLOGY,38(3),264-285.
MLA Bi Ying Hu,et al."Profiles of teacher-child interaction quality in preschool classrooms and teachers' professional competence features".EDUCATIONAL PSYCHOLOGY 38.3(2018):264-285.
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