The relation between reflection and the quality of a preschool teacher’s education performance

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F19%3A00110279" target="_blank" >RIV/00216224:14410/19:00110279 - isvavai.cz</a>

Výsledek na webu

<a href="https://ijccep.springeropen.com/articles/10.1186/s40723-019-0060-y" target="_blank" >https://ijccep.springeropen.com/articles/10.1186/s40723-019-0060-y</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1186/s40723-019-0060-y" target="_blank" >10.1186/s40723-019-0060-y</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The relation between reflection and the quality of a preschool teacher’s education performance

Popis výsledku v původním jazyce

Many developed countries have been concentrating lately on the quality of preschool education. Generally, what is considered one of the most important aspects of quality preschool education is quality teaching performance, which has been focused on in many research studies. Research also investigates the level of reflection in preschool teachers, especially in relation to their professional development. However, none of the research studies have, so far, focused on observing the relationship between the two phenomena. We carried out a multiple case study to investigate the relationship between the quality of reflection and the quality of teachers´ performance. Eight preprimary teachers were video-recorded in their work, and subsequently, in-depth interviews were conducted. During the interviews, we used stimulated recall over selected video sequences, focusing specifically on selected aims of education. The findings indicate that teachers with a higher quality of reflection reached higher quality in the selected areas of teachers’ performance. The results also showed that the teachers with a university degree reached higher quality performance. The findings can contribute to the discussion on the professional development support of preschool teachers and can initiate a discussion on the need to examine the university preparation programmes for these teachers.

Název v anglickém jazyce

The relation between reflection and the quality of a preschool teacher’s education performance

Popis výsledku anglicky

Many developed countries have been concentrating lately on the quality of preschool education. Generally, what is considered one of the most important aspects of quality preschool education is quality teaching performance, which has been focused on in many research studies. Research also investigates the level of reflection in preschool teachers, especially in relation to their professional development. However, none of the research studies have, so far, focused on observing the relationship between the two phenomena. We carried out a multiple case study to investigate the relationship between the quality of reflection and the quality of teachers´ performance. Eight preprimary teachers were video-recorded in their work, and subsequently, in-depth interviews were conducted. During the interviews, we used stimulated recall over selected video sequences, focusing specifically on selected aims of education. The findings indicate that teachers with a higher quality of reflection reached higher quality in the selected areas of teachers’ performance. The results also showed that the teachers with a university degree reached higher quality performance. The findings can contribute to the discussion on the professional development support of preschool teachers and can initiate a discussion on the need to examine the university preparation programmes for these teachers.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

International Journal of Child Care and Education Policy

ISSN

1976-5681

e-ISSN

2288-6729

Svazek periodika

13

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

KR - Korejská republika

Počet stran výsledku

21

Strana od-do

1-21

Kód UT WoS článku

000477969000001

EID výsledku v databázi Scopus

2-s2.0-85070010650