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 pre-primary 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.

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反思与学前老师的教育绩效质量之间的关系

最近，许多发达国家一直将注意力集中在学前教育的质量上。通常，优质学前教育被认为是优质学前教育最重要的方面之一，这已被许多研究重点关注。研究还调查了幼儿教师的反思水平，尤其是与他们的专业发展有关的反思。但是，到目前为止，还没有研究专注于观察这两种现象之间的关系。我们进行了一个多案例研究，以研究反思质量与教师绩效质量之间的关系。对八名学前教师的工作进行了录像，随后进行了深入访谈。在面试中 我们对选定的视频序列进行了激发回忆，特别是针对选定的教育目标。研究结果表明，具有较高反思质量的教师在选定的教师表现领域达到了较高的素质。结果还表明，具有大学学位的教师达到了较高的质量表现。研究结果可以促进有关学前教师专业发展支持的讨论，并可以引发有关对这些教师的大学预科课程进行审查的必要性的讨论。结果还表明，具有大学学位的教师达到了较高的质量表现。研究结果可以促进有关学前教师专业发展支持的讨论，并可以引发有关对这些教师的大学预科课程进行审查的必要性的讨论。结果还表明，具有大学学位的教师达到了较高的质量表现。研究结果可以促进有关学前教师专业发展支持的讨论，并可以引发有关对这些教师的大学预科课程进行审查的必要性的讨论。