The influence of early childhood teachers’ beliefs on different aspects of their professional competencies has become a topic of growing importance in early childhood education and care. The presented study investigated pedagogical content beliefs of 120 early childhood teachers in German kindergartens. The relations between their beliefs and the assessed quality of interaction with children, the competency of professional vision, theoretical knowledge, and educational background were examined. The study focused on the domain of Instructional Support because of its relevance for children's cognitive development. Five distinct profiles of teachers’ beliefs were identified from a person-centered approach of latent profile analysis. The analyses of profile-differences showed that profiles of teachers with similar beliefs significantly differed in their theoretical knowledge and educational background. This paper concludes by outlining analogies of the resulting profiles with the concurrent evidence in the field of ECEC, discussing study-specific limitations and suggesting potential implementation for teachers’ educations as well as starting points for further research investigations.

幼儿教师的信念对其专业能力的不同方面的影响已成为幼儿教育和护理中越来越重要的话题。本研究调查了德国幼儿园 120 名幼儿教师的教学内容信念。他们的信念与评估的与儿童互动的质量、专业视野、理论知识和教育背景的能力之间的关系进行了检查。该研究侧重于教学支持领域，因为它与儿童的认知发展相关。从以人为中心的潜在剖面分析方法中确定了五种不同的教师信念剖面。概况差异分析表明，具有相似信念的教师概况在理论知识和教育背景上存在显着差异。本文最后概述了由此产生的概况与 ECEC 领域的并发证据的类比，讨论了特定于研究的局限性，并建议了教师教育的潜在实施以及进一步研究调查的起点。