Change in early childhood classroom interaction quality after a professional development programme (Cambio en la calidad de las interacciones pedagógicas en Educación Infantil tras un programa de desarrollo profesional)

IF 1 4区教育学 Q4 PSYCHOLOGY, DEVELOPMENTAL

Journal for the Study of Education and Development Pub Date : 2021-10-11 DOI:10.1080/02103702.2021.1972699

Elisa Torres, Marigen Narea, Susana Mendive

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引用次数: 3

Abstract

ABSTRACT The goal of this study was to analyse changes in classroom interaction quality in 85 early childhood classrooms in vulnerable social contexts in Santiago de Chile which participated in the first year of a professional development programme. Classroom interaction quality was measured using the Classroom Assessment Scoring System (CLASS) at the beginning and end of the school year. Contingency tables were built in the experimental and control groups and subsequently analysed with the chi-square and odds ratio. Results show that most classrooms maintained low quality levels, even after having received the intervention. A significant decrease in quality level of emotional support was also observed in the control group. These results have important implications for quality evaluation policy and practices and for the design and implementation of professional development programmes in early childhood education.

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专业发展计划后幼儿课堂互动质量的变化(专业发展计划后幼儿教育教学互动质量的变化)

本研究的目的是分析智利圣地亚哥85个处于弱势社会背景下的幼儿教室的课堂互动质量变化，这些教室参加了第一年的专业发展计划。在学年开始和结束时使用课堂评估评分系统(CLASS)来测量课堂互动质量。在实验组和对照组中建立列联表，随后用卡方和优势比进行分析。结果表明，即使在接受了干预之后，大多数教室的教学质量仍然很低。对照组的情绪支持质量水平也显著下降。这些结果对质量评价政策和做法以及幼儿教育专业发展方案的设计和执行具有重要意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal for the Study of Education and Development Multiple-

CiteScore

2.30

自引率

12.50%

发文量