Using video to assess preschool teachers’ pedagogical knowledge: explicit and higher-order knowledge predicts quality

Mathers, Sandra

doi:10.1016/j.ecresq.2020.10.010

Cited by 15 publications

(27 citation statements)

References 54 publications

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“…The modest survey response rate (63% school response, 37% teacher response) must be noted. Although study teachers reflected the wider RCT sample on many dimensions (Mathers, 2021), they were more likely than RCT participants to be teaching in reception [F (1,281) 4.16, p .04] and to have participated in the RCT since inception [F (1,279) 4.23, p .04], and it was not possible to compare samples on all features. As such, the possibility of response bias cannot be dismissed.…”

Section: Methodsmentioning

confidence: 99%

“…The current study aims to fill these gaps in understanding through additional analysis of the OLP validation study dataset (Mathers, 2021). In particular, it conducts a detailed examination of teachers naming and interpreting (the facets most predictive of classroom quality), with the aim of providing concrete information to guide practice and professional development relating to oral language teaching.…”

Section: The Current Studymentioning

confidence: 99%

“…Of the three facets, naming and interpreting most strongly predicted classroom quality in the OLP validation study (Mathers, 2021). Having the vocabulary with which to name a concept may allow teachers to engage in explicit reflection and discussion on that concept, supporting deeper understanding and intentional practice.…”

Section: Introductionmentioning

confidence: 95%

“…It is designed to elicit knowledge of teaching strategies andspecificallyteachers ability to identify and interpret salient language-supporting strategies in video interactions. A recent pilot study conducted with 104 preschool teachers (Mathers, 2021) showed that OLP scores predict classroom quality as measured by observational rating scales, and that knowledge may also mediate improvements in quality through teacher professional development (Mathers, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Researching Pre-school Teachers’ Knowledge of Oral Language Pedagogy Using Video

Mathers

Siraj

2021

Front. Educ.

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The Observing Language Pedagogy (OLP) tool uses videos of authentic classroom interactions to elicit the procedural knowledge which pre-school teachers can access, activate and use to support classroom decision-making. Three facets are captured: perceiving (the ability to identify salient language-supporting strategies); naming (the use of specific professional vocabulary to describe interactions); and interpreting (the ability to interpret the interactions observed). Prior research has shown that the OLP predicts classroom quality; with naming and interpreting proving the strongest predictors. This study examines OLP responses from 104 teachers to consider the nature of their pedagogical knowledge (perceiving, naming, interpreting), and describe differences between expert teachers (those leading language-supporting classrooms) and non-expert teachers (those leading lower quality classrooms). It offers insight into the nature of language-related expertise and to guide design of teacher professional development, suggesting a tri-fold focus on knowledge of linguistic input, relational pedagogy and cognitive challenging interactions.

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Section: Methodsmentioning

confidence: 99%

Section: The Current Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

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Researching Pre-school Teachers’ Knowledge of Oral Language Pedagogy Using Video

Mathers

Siraj

2021

Front. Educ.

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“…Environments with high quality processes offer children rich opportunities to interact with adults, peers and materials (World Health Organization, 2004). Key factors for maintaining quality in preschool settings include child-adult pedagogical interactions, the curriculum, learning materials, teachers’ perceptions of learning and professional development opportunities (Mathers, 2021; Rao et al, 2019). Whether the same constructs generalise to LMICs is an important empirical question.…”

Section: Introduction: Opportunities and Challenges Of Measuring Child Development And Learning Environments Across Lmicsmentioning

confidence: 99%

Measuring early child development across low and middle-income countries: A systematic review

Muñoz-Chereau¹,

Ang²,

Dockrell³

et al. 2021

Journal of Early Childhood Research

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The Sustainable Development Goals mandate that by 2030, all children should have access to quality early child development opportunities, healthcare and pre-primary education. Yet validated measures of ECD in low and middle income countries (LMICs) are rare. To address this gap, a Systematic Review (SR) of measures available to profile the development of children between the ages of 0–5 years in LMICs was undertaken. Drawing on education, psychology and health databases, we identified reliable, valid or measures adapted for use in LMICs for either assessments of children’s development or their learning environments. The inclusion criteria were (1) peer reviewed papers published between January 2009 and May 2019; (2) assessment tools used to measure cognitive/language development or the early years or home environment in at least one LMIC; (3) report of the psychometric properties (validity and reliability) of the tool, and/or description of the cultural adaptability/translation process undertaken before applying it to a LMIC. Two hundred and forty-nine available records published in the last decade in peer-review journals and nine relevant systematic literature reviews were identified. Fifty-seven records were qualitatively synthesised based on their psychometric properties and cultural adaptation. Forty-three tools were reviewed utilising 12 criteria. Five elements of analysis present in Tables 2 and 3 (study, population tested, validity, reliability and cultural adaptability/translation) focused on the tools’ psychometric properties and previous application in LMICs. A further seven dimensions outlined in Tables 4 and 5 identified specific characteristics of the tools from target age, administration method, domains, battery, accessibility, language and country/institution. We suggest these 12 key considerations for the selection of measurement tools that are applicable to effectively assess ECD in LMICs.

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Impact of a theory-practice connecting scaffolding system on the ability of preschool teachers-in-training to teach mathematics

Olfos

Gómez

Estrella

et al. 2022

Teaching and Teacher Education

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Using video to assess preschool teachers’ pedagogical knowledge: explicit and higher-order knowledge predicts quality

Cited by 15 publications

References 54 publications

Researching Pre-school Teachers’ Knowledge of Oral Language Pedagogy Using Video

Researching Pre-school Teachers’ Knowledge of Oral Language Pedagogy Using Video

Measuring early child development across low and middle-income countries: A systematic review

Impact of a theory-practice connecting scaffolding system on the ability of preschool teachers-in-training to teach mathematics

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