Perception of Pre-Service Early Childhood Teachers about Effective Teaching Behavior: Focusing on Importance and Performance

2021 ◽  
Vol 25 (4) ◽  
pp. 75-91
Author(s):  
Jin-Hee Lee
Keyword(s):  
Early Childhood ◽  
Effective Teaching ◽  
Early Childhood Teachers ◽  
Teaching Behavior ◽  
And Performance

The Effects of Training and Performance Feedback on Preservice Teachers’ Use of Statements That Promote Preschool Children’s Social Interactions

2021 ◽  
pp. 109830072199420
Author(s):  
Ana Paula Martinez Cueto ◽  
Erin E. Barton ◽  
Jennifer C. Bancroft
Keyword(s):  
Preservice Teachers ◽  
Early Childhood ◽  
Social Interactions ◽  
Performance Feedback ◽  
Peer Interactions ◽  
Single Case ◽  
Early Childhood Teachers ◽  
Free Play ◽  
Functional Relations ◽  
And Performance

Children who are at risk of or diagnosed with disabilities engage in less frequent and complex peer interactions and social behaviors than their typically developing peers. Inclusive early childhood classrooms are an ideal setting for teachers to use practices that promote social interactions (PPSI) among children with and without disabilities. PPSI are important skills for early childhood teachers to learn. However, few studies have examined practical and meaningful strategies for supporting early childhood teachers in facilitating social interactions. A single-case multiple probe across participants design was used to evaluate the effectiveness of a brief training with ongoing email performance-based feedback on preservice early childhood teachers’ use of PPSI during free play. We identified functional relations among training plus general and specific performance-based feedback, teachers’ use of PPSI, and levels of child social interactions.

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