The quality of an expert teacher’sand a student teacher’s pedagogical interactionsin early childhood education and care examined through theCLASS lens
Koivula, M., Salminen, J., Rautamies, E., & Rutanen, N. (2022). The quality of an expert teacher’sand a student teacher’s pedagogical interactionsin early childhood education and care examined through theCLASS lens. Journal of Early Childhood Education Research, 11(1), 123-150. https://journal.fi/jecer/article/view/114010/67207
Published inJournal of Early Childhood Education Research
© 2022 the Authors
High-quality interactions between teachers and children in early childhood education and care (ECEC) are at theheart of supporting children’s development, well-being, andlearning. Theaim of the study wasto examine the quality of an experienced ECEC teacher’sand an ECEC student teacher’steacher–child interactionsusingthe ClassroomAssessment Scoring System (CLASS). Furthermore, the study exploredthe participants’reflectionson their pedagogical interactions and theextent to which they alignedwith the CLASS framework. The data consistedof video recordings, written observation notes, and stimulated recall interview(SRI) transcripts. Thevideos were rated according to the CLASSmanual, and the data were analysedusing qualitative thematicanalysis. The results suggestedthat participants’teacher–child interactions were of relatively high quality, althoughinstructional supportwas anarea for development.However, the interactions of the student teachervaried acrossobservation cycles. In the SRIs, both participants emphasised the importance of emotional supportand supporting children’s language skills. Differences arose inthe participants’positioningtoward teacher identity:the ECECteacher as expert andthe student teacherasdeveloping aprofessional identity. The results provide novel qualitative insights into teacher–child interactions and using. ...
PublisherSuomen varhaiskasvatus ry
Publication in research information system
MetadataShow full item record
Related funder(s)Ministry of Education and Culture
Showing items with similar title or keywords.
Teacher-child interaction quality and children's self‐regulation in toddler classrooms in Finland and Portugal Salminen, Jenni; Guedes, Carolina; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Cadima, Joana (John Wiley & Sons, 2021)This study examines the association between teacher–child interaction quality and children's self‐regulation in Finnish and Portuguese toddler classrooms. The participants included 230 Finnish (M = 29; SD = 3 months) and ...
The teacher as a source of educational support : exploring teacher-child interactions and teachers' pedagogical practices in Finnish preschool classrooms Salminen, Jenni (University of Jyväskylä, 2014)
Rämä, Irene; Kontu, Elina; Pirttimaa, Raija (Canadian Center of Science and Education, 2020)Many children may need the help of another person to attend school. It is common for children with disabilities to receive help from a teaching assistant at school. Assistants are provided in many countries as a legal right ...
Sukupolvisuhteet, hallinta ja subjektifikaatio : etnografinen tutkimus lasten ja aikuisten suhteista vuorohoitopäiväkodissa Siippainen, Anna (Jyväskylän yliopisto, 2018)This ethnographic study examines intergenerational relations in a day-care center with extended opening hours. The theoretical starting points of the study draw on Michel Foucault’s concept of governmentality. Therefore, ...
Interaction between students and class teachers in vocational education and training : ‘Safety distance is needed’ Ryökkynen, Sanna; Pirttimaa, Raija; Kontu, Elina (Linköping University Electronic Press, 2019)Interaction between students and teachers is fundamental and has therefore been widely studied in education. However, there have been few studies on intensive spe-cial support being provided to vocational education and ...