In:
Zeitschrift für Erziehungswissenschaft, Springer Science and Business Media LLC, Vol. 23, No. 4 ( 2020-08), p. 709-738
Abstract:
This study addresses cultural beliefs and diversity-specific self-efficacy of early childhood educators. The research questions focused on (1) the extent multicultural beliefs and diversity-specific self-efficacy are interrelated and change over time, and (2) whether the two constructs are differentially related to the perceived importance of different strategies of language and literacy support in day-care centers. In a longitudinal study, 251 early childhood education professionals with special language qualifications filled out questionnaires at two measurement time points. The results from the structural equation models showed that multicultural beliefs and diversity-specific self-efficacy are related but independent constructs that are differentially related to the perceived importance of everyday and additive language opportunities for culturally diverse groups. In contrast to diversity-specific self-efficacy, multicultural beliefs predicted the perceived importance of language education embedded in daily routines. The results are discussed against the background of their relevance to future research and the education of early childhood educators.
Type of Medium:
Online Resource
ISSN:
1434-663X
,
1862-5215
DOI:
10.1007/s11618-020-00954-w
Language:
German
Publisher:
Springer Science and Business Media LLC
Publication Date:
2020
detail.hit.zdb_id:
1398745-8
detail.hit.zdb_id:
2269588-6
SSG:
5,3
