In:
Korean Association For Learner-Centered Curriculum And Instruction, Korean Association For Learner-Centered Curriculum And Instruction, Vol. 22, No. 24 ( 2022-12-31), p. 801-817
Abstract:
Objectives The purpose of this study was to identify patterns of teacher-child interaction and to examine factors affecting different patterns of teacher-child interactions in preschool. Methods This study analyzed the data from 4th year Korean Children Panel Study(KCPS), including 761 teachers and children of preschool. Latent class analysis and multiple logistic linear models were used for data analysis to classify teacher-child interactions and factors affecting the patterns of teacher-child interactions. Results First, teacher-child interaction patterns were classified into four latent groups: Low Levels Group (4.2%); Middle-Low Levels Group(46.7%); Middle-High Levels Group(28.0%); High Levels Group(21.1%). Second, the influence of relevant variables across different latent classes was confirmed. Class environment in preschool, parent-teacher communication and teacher’s self-efficacy had significant effects on the classification of latent classes. Conclusions The results of this study suggested the necessity of systematic support for the improvement of class environment and teacher-parent communication as well as teacher self-efficacy in preschool.
Type of Medium:
Online Resource
ISSN:
1598-2106
,
2671-776X
Uniform Title:
교사-유아 상호작용 유형에 영향을 미치는 요인
DOI:
10.22251/jlcci.2022.22.24.
DOI:
10.22251/jlcci.2022.22.24.801
Language:
Unknown
Publisher:
Korean Association For Learner-Centered Curriculum And Instruction
Publication Date:
2022
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