This study used person-centered approaches to examine whether educator beliefs and practices transformed as a result of a randomized coaching intervention focused on the quality of teacher-child interactions. It also considers whether educators' beliefs and practices at the end of the intervention were in turn jointly associated with children's development. Latent profile analysis with a sample of 281 preschool educators working primarily in public school prekindergarten and Head Start programs across nine U.S. cities revealed three profiles of educators with distinct patterns of beliefs and practices: Average, Strong, and Mixed. Random assignment to coaching increased the likelihood that educators belonged to a profile defined by strong beliefs and practices at the end of the intervention. Latent transition analysis suggested that this positive effect was concentrated among a small proportion of educators who either built or maintained strong beliefs and practices. Few differences were found in children's language, literacy, and executive function skills based on educator profiles at the end of the intervention. Implications of this work for educational leaders designing and offering individualized supports for classroom educators are discussed.

本研究使用以人为本的方法来检查教育者的信念和实践是否因随机辅导干预而改变，该干预侧重于师生互动的质量。它还考虑了干预结束时教育者的信念和实践是否反过来与儿童的发展相关联。对主要在美国九个城市的公立学校学前班和启蒙计划工作的 281 名学前教育工作者进行的潜在概况分析揭示了三种具有不同信仰和实践模式的教育工作者概况：平均、强和混合. 随机分配到辅导增加了教育工作者在干预结束时属于由强烈的信念和实践定义的配置文件的可能性。潜在转变分析表明，这种积极影响集中在一小部分建立或保持强烈信念和实践的教育工作者中。根据干预结束时的教育者概况，在儿童的语言、读写能力和执行功能技能方面几乎没有发现差异。讨论了这项工作对为课堂教育工作者设计和提供个性化支持的教育领导者的影响。