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Indicators measuring preschool teachers' stimulation quality. Theoretical background and empirical testing

Lara Pohle, Georg Hosoya, Catharina Loftfield, Lars Jenßen
2022

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https://web.archive.org/web/20220208060637/https://www.pedocs.de/volltexte/2022/23993/pdf/ZfPaed_2019_4_Pohle_et_al_Indicators.pdf

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This study focused on the theoretical background and empirical testing of quality indicators to assess preschool teachers' stimulation quality in the domain counting, magnitudes, numbers in Germany. Theoretical assumptions, factor analysis based on polychoric correlation and internal consistency indicated that clarity of mathematical content, cognitive activation and constructive learner support allow for maximal distinction between preschool teachers' stimulation quality. Results were drawn
more » ... m the observation of 25 preschool teachers working in Berlin and Brandenburg. Existing instruments used to measure preschool teachers' instructional quality mainly stem from the US-American context following a school-oriented approach. (DIPF/Orig.)
doi:10.25656/01:23993 fatcat:4lfqjtogrja4dbp7ldsezd2wxu
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Lara Pohle, Georg Hosoya, Catharina Loftfield, Lars Jenßen. "Indicators measuring preschool teachers' stimulation quality. Theoretical background and empirical testing." (2022)