The Relation Between Preschool Teachers' Language-Related Pedagogical Beliefs and Observed Classroom Quality

• In Event: AERA Poster Session 8
  In Poster Session: Early Childhood Outcomes

Abstract

The paper explores pedagogical beliefs of 208 preschool teachers in the field of language education and their relation to observed classroom quality. The database comes from the evaluation of a federal program in Germany that has a focus on fostering language-related process quality. Beliefs are differentiated into two main dimensions according to the differentiation of strategies of language support in preschools: teacher-directed (application of additional programs) and child-oriented (language education embedded into daily routines) beliefs. We investigate their relation to various quality measures, including aspects of sustained shared thinking, wellbeing and overall environmental stimulation. Hierarchical multiple regression analyses indicate positive, although small, relationships between the child-centered beliefs and aspects of process quality.

Authors

• Nadine Wieduwilt, Freie Universität Berlin

• Simone Lehrl, University of Bamberg

• Yvonne Anders, Freie Universität Berlin