ABSTRACT

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. Previous research has shown that self-efficacy beliefs influence interaction quality. The present study examined this relation in a structural equation model that evaluated whether professional vision (conceptualized as noticing and reasoning) of relevant interactional situations moderates the effect of self-efficacy beliefs on interaction quality in the domain of Instructional Support and whether preschool teachers’ professional knowledge exerts influence on the model. Drawing on a sample of 120 German preschool teachers, analyses showed a moderating effect in the reasoning component of professional vision. Results offer new possibilities for the promotion of high-quality instructional interactions in German preschools.

摘要

学前教师和儿童之间的教学支持互动的质量与幼儿教育和保育机构中儿童的学习和发展成果呈正相关。因此，学前教师研究的主要焦点是学前教师能力对互动质量的影响。先前的研究表明，自我效能信念会影响互动质量。本研究在评估职业愿景（概念化为注意和推理）的结构方程模型中检验了这种关系) 相关互动情境在教学支持领域调节自我效能信念对互动质量的影响以及学前教师专业知识是否对模型产生影响。以 120 名德国学前教师为样本，分析表明专业视野的推理成分具有调节作用。结果为促进德国学前班高质量教学互动提供了新的可能性。