Training Interaction Skills of Pre-service ECEC Teachers: Moving from in-Service to Pre-service Professional Development

Fukkink, Ruben; Helmerhorst, Katrien O. W.; Deynoot-Schaub, Mirjam Gevers; Sluiter, R.M.V.

doi:10.1007/s10643-019-00928-6

Cited by 17 publications

(13 citation statements)

References 25 publications

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“…Detailed descriptions for each of the seven scale points are also provided in the manual. CIP scores of 4,5 and beyond are considered as 'adequate-to-good', CIP scores between 3,5 and 4,5 are considered as 'moderate' and CIP scores of 3,5 and below are considered as 'inadequate' (Fukkink et al 2019).…”

Section: The Cip Scalesmentioning

confidence: 99%

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Everyday interactions between staff and children aged 1-5 in Norwegian ECEC

Baustad

Bjørnestad

2020

Early Years

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High-quality early childhood education and care (ECEC) is related to childrens' socioemotional and cognitive development, and the most important aspect regarding quality in ECEC is staff's interpersonal or interactive skills. Despite this, research on staff's interactive skills is currently sparse in Norway. This study uses the Caregiver Interaction Profile (CIP) scales to evaluate staff's interactions with children aged 1-5, asking whether staff interact differently with children aged 3-5, compared to those aged under 3. 19 staff members participated in the study. Videos of individual staff members interacting with groups of children were recorded, coded and analysed in accordance with CIP scales. The main findings show that staff score adequate-to-good for basic interactions (sensitivity responsiveness, respect for autonomy, structuring and limit setting) and inadequate for educational interactions (verbal communication, developmental stimulation, fostering positive peer inetractions) during free play and routine situations. Similar patterns are found for staff regardless of children's age. Limitations and implications are discussed, proposing further research on interaction quality in Norwegian ECEC contexts.

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Section: The Cip Scalesmentioning

confidence: 99%

“…However, the developers of the scales have video-recorded and analysed only three situations in a recent study (cf. Fukkink et al 2019). Another limitation of the study can be related to the tool itself.…”

Section: Limitations and Implicationsmentioning

confidence: 99%

Everyday interactions between staff and children aged 1-5 in Norwegian ECEC

Baustad

Bjørnestad

2020

Early Years

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“…Policy responses also vary in terms of whether they support ECEC settings and staff or whether they are directed to families (NCEE, 2020 [72]). Regardless of the specific measures, COVID-19 is placing steep demands on the ECEC workforce, with yet unknown implications for the lasting impacts on this sector.…”

Section: Covid-19 Places Additional Demands On the Early Childhood Ed...mentioning

confidence: 99%

“…Higher professional status and qualifications can help attract qualified candidates. Importantly, it can also shape leaders' ability to reflect upon their pedagogical leadership, as well as their attitudes about the quality of pedagogical leadership, and can thus impact their involvement in effective leadership practices (Fonsén and Soukainen, 2020 [72]; Myran and Masterson, 2020 [71]). Results from TALIS Starting Strong show that, in several countries, leaders whose initial preparation focused on early childhood and/or pedagogical leadership report engaging more frequently in pedagogical tasks, suggesting that initial training can be supportive of effective leadership (OECD, 2020 [2]).…”

Section: Allocated Time To Perform Various Tasksmentioning

confidence: 99%

Starting Strong VI

2021

Starting Strong

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Shahinian also provided support for report production and communications. Julie Harris edited the report. Statistical analyses and outputs were co-ordinated by Elisa Duarte and Thomas Radinger with contribution from Vanessa Denis and Victoria Liberatore. Thomas Radinger led the development of the accompanying online platform, Starting Strong: Mapping quality in early childhood education and care with

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“…Guru yang memiliki keterampilan tersebut dapat memengaruhi transferable skills. Berdasarkan penelitian (Fukkink, Helmerhorst, Gevers Deynoot-Schaub, & Sluiter, 2019), pelatihan guru dalam jabatan di dapat mengembangkan kemampuan komunakasi verbal yang merupakan salah satu komponen transferable skills. Hal ini sesuai dengan pernyataan guru pada penelitian ini bahwa guru yang pernah mengikuti pelatihan memiliki kemampuan komunikasi yang baik.…”

Section: Pengaruh Pengalaman Pelatihan Dengan Persepsi Transferable Skills Guru Produktif Program Tki DI Kota Danunclassified

Persepsi Transferable Skills Guru Produktif Ditinjau dari Pengalaman Mengajar dan Pengalaman Pelatihan

Isbiyantoro

Purnomo

Handayani

2019

Jur.Pend.Teo.Pen.Peng.

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Abstract: This research was aimed to investigate (1) the influence of teaching experience and training experience with perceptions of transferable skills productive teachers; (2) the influence of teaching experience with perceptions of transferable skills productive teachers, (3) the influence of training experience with transferable skills productive teachers. The samples were 137 productive teachers of Computer and Information Engineering study programs in Malang city and regency and Batu city. To answer its problems, the study collected the data by using questionnaires. The data gathered were then analyzed employing desctiptive analysis, regression analysis, and partial correlation analysis. The study found that: (1) there is a significant influence on teaching experience and training experience with perceptions of transferable skills productive teachers (0,000 < 0,05); (2) there is a significant influence on teaching experience with perceptions of transferable skills productive teachers (0,001 < 0,05); (3) here is a significant influence on teaching experience with perceptions of transferable skills productive teachers (0,000 < 0,05).Abstrak: Penelitian ini bertujuan untuk mengetahui (1) pengaruh pengalaman mengajar dan pengalaman pelatihan dengan persepsi transferable skills guru produktif; (2) pengaruh pengalaman mengajar dengan persepsi transferable skills guru produktif; (3) pengaruh pengalaman pelatihan dengan transferable skills guru produktif. Penelitian ini menggunakan rancangan ex-postfacto. Sampel penelitian ini adalah 137 guru produktif program studi Teknik Komputer dan Informasi di kota dan kabupaten Malang serta kota Batu. Pengumpulan data menggunakan kuesioner. Analisis data pada penelitian ini menggunakan analisis deskriptif, analisis regresi ganda, dan analisis korelasi parsial. Hasil penelitian ini adalah (1) ada pengaruh signifikan pengalaman mengajar dan pengalaman pelatihan dengan persepsi transferable skills guru produktif (0,000 < 0,05); (2) ada pengaruh signifikan pengalaman mengajar dengan persepsi transferable skills guru produktif (0,001 < 0,05); (3) ada pengaruh signifikan pengalaman pelatihan dengan persepsi transferable skills guru produktif (0,000 < 0,05).

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Training Interaction Skills of Pre-service ECEC Teachers: Moving from in-Service to Pre-service Professional Development

Cited by 17 publications

References 25 publications

Everyday interactions between staff and children aged 1-5 in Norwegian ECEC

Everyday interactions between staff and children aged 1-5 in Norwegian ECEC

Starting Strong VI

Persepsi Transferable Skills Guru Produktif Ditinjau dari Pengalaman Mengajar dan Pengalaman Pelatihan

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