Publication details
The relation between reflection and the quality of a preschool teacher’s education performance
| Authors | |
|---|---|
| Year of publication | 2019 |
| Type | Article in Periodical |
| Magazine / Source | International Journal of Child Care and Education Policy |
| MU Faculty or unit | |
| Citation | |
| web | https://ijccep.springeropen.com/articles/10.1186/s40723-019-0060-y |
| Doi | http://dx.doi.org/10.1186/s40723-019-0060-y |
| Keywords | Qualification; Quality; Reflection; Education performance; Preschool teachers |
| Attached files | |
| Description | Many developed countries have been concentrating lately on the quality of preschool education. Generally, what is considered one of the most important aspects of quality preschool education is quality teaching performance, which has been focused on in many research studies. Research also investigates the level of reflection in preschool teachers, especially in relation to their professional development. However, none of the research studies have, so far, focused on observing the relationship between the two phenomena. We carried out a multiple case study to investigate the relationship between the quality of reflection and the quality of teachers´ performance. Eight preprimary teachers were video-recorded in their work, and subsequently, in-depth interviews were conducted. During the interviews, we used stimulated recall over selected video sequences, focusing specifically on selected aims of education. The findings indicate that teachers with a higher quality of reflection reached higher quality in the selected areas of teachers’ performance. The results also showed that the teachers with a university degree reached higher quality performance. The findings can contribute to the discussion on the professional development support of preschool teachers and can initiate a discussion on the need to examine the university preparation programmes for these teachers. |