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Autor:
Höltge, Lea; Ehm, Jan-Henning; Hartmann, Ulrike; Hasselhorn, Marcus:

Titel:
Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children

Quelle:
In: Early Child Development and Care, 189 (2019) 2 , 339-351

URL des Volltextes:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-176073

URN:
urn:nbn:de:0111-pedocs-176073

Sprache:
Englisch

Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)

Schlagwörter:
Erzieher, Überzeugung, Einstellung (Psy), Selbstwirksamkeit, Förderung, Leistungsbeurteilung, Kind, Vorschulalter, Kindertagesstätte, Kindergarten, Mathematische Kompetenz, Sprachkompetenz, Soziale Kompetenz, Emotionale Kompetenz, Qualifikation, Berufsausbildung, Studium, Befragung, Faktorenanalyse, Baden-Württemberg, Deutschland


Abstract(englisch):
This study addresses preschool teachers' self-efficacy beliefs in assessment and promotion of children's early language, social-emotional, and mathematical skills. The aim of the study was to find out to what extent preschool teachers believe to be able to assess and promote those skills, respectively. In a sample of 368 German preschool teachers, average scores in all scales were quite homogenously high. However, average scores of self-efficacy beliefs between the domains differed, with self-efficacy beliefs regarding language skills being the strongest. Self-efficacy beliefs regarding assessment were stronger than in promotion in the social-emotional and the mathematical domain, but not in language. Yet, confirmatory factor analyses indicate that self-efficacy beliefs regarding assessment were highly correlated with self-efficacy beliefs regarding promotion of skills in all three domains. Possible explanations for these results and ideas for further research are discussed.


DIPF-Abteilung:
Bildung und Entwicklung

Notizen:

zuletzt verändert: 11.11.2016