Training Interaction Skills of Pre-service ECEC Teachers: Moving from in-Service to Pre-service Professional Development
Whereas various studies have examined the effects of in-service training, relatively little is known about effective approaches for improving interaction skills among pre-service teachers for early childhood education and care. In this study, the evidence-based in-service Caregiver Interaction Profile training course was implemented in Dutch pre-service teacher training. The pre-service teachers on the program with relatively low scores at the pretest showed a significant growth in relation to four interaction skills: sensitive responsiveness, respect for autonomy, structuring and limit setting, and verbal communication. We discuss these results in the context of effective professional development in early childhood education and care.
|Keywords||Early childhood education and care (ECEC), Interaction skills, Pre-service training, Professional development|
|Persistent URL||dx.doi.org/10.1007/s10643-019-00928-6, hdl.handle.net/1765/115799|
|Journal||Early Childhood Education Journal|
Fukkink, R. (Ruben), Helmerhorst, K.O.W, Gevers Deynoot-Schaub, M. (Mirjam), & Sluiter, R. (Rosanne). (2019). Training Interaction Skills of Pre-service ECEC Teachers: Moving from in-Service to Pre-service Professional Development. Early Childhood Education Journal. doi:10.1007/s10643-019-00928-6