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Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children ...
Höltge, Lea
;
Ehm, Jan-Henning
;
Hartmann, Ulrike
. - : Taylor and Francis, 2019
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Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children
Höltge, Lea
;
Ehm, Jan-Henning
;
Hartmann, Ulrike
;
Hasselhorn, Marcus
In: Early child development and care 189 (2019) 2, S. 339-351 (2019)
Abstract:
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.
Keyword:
Academic studies
;
Achievement measurement
;
Achievement test
;
Baden-Württemberg
;
Baden-Wurtemberg
;
Baden-Wurttemberg
;
Befragung
;
Berufsausbildung
;
Caregiver
;
Carer
;
Child
;
Day nursery
;
ddc:370
;
Deutschland
;
Education
;
Educational childcare staff
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Educator
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Einstellung
;
Emotionale Kompetenz
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Empirische Bildungsforschung
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Erzieher
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Factor analysis
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Germany
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Kindergarten teacher
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Kindertagesstätte
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Language skill
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Linguistic Competence
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Mathematics Achievement
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Mathematics skills
;
Mathematische Kompetenz
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Nursery school teachers
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;
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;
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Pupil Evaluation
;
Qualification
;
Qualifikation
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Schul- und Bildungswesen
;
Selbstwirksamkeit
;
Self efficacy
;
Social competence
;
Soziale Kompetenz
;
Sprachkompetenz
;
Studium
;
Überzeugung
;
Vocational education and training
;
Vocational training
;
Vorschulalter
URL:
https://doi.org/10.25656/01:17607
http://nbn-resolving.de/urn:nbn:de:0111-pedocs-176073
https://www.pedocs.de/volltexte/2020/17607/pdf/Hoeltge_2019_Teachers_self-efficacy_beliefs_A.pdf
https://www.pedocs.de/volltexte/2020/17607/
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