In:
Zeitschrift für Erziehungswissenschaft, Springer Science and Business Media LLC, Vol. 26, No. 1 ( 2023-02), p. 211-242
Kurzfassung:
Especially in culturally diverse preschools, migration-related beliefs of preschool teachers are assigned a major importance for pedagogical practice, although so far there has been hardly any research on this relation. The present study explored whether the migration-related beliefs of 206 preschool teachers are related to the language-related process and structural quality observed in their 107 preschools. As facets of migration-related belief, the multicultural and assimilative beliefs based on self-assessments were taken into account. The language-related process and structural quality was rated on the basis of the subscale “ Supporting and extending language and communication ” of the Sustained Shared Thinking and Emotional Well-being Scale (SSTEW), the subscale “ Literacy ” of the Early Childhood Rating Scale-Revised (ECERS-R) as well as the scale “ Language and Cultural Sensitive Room Formation ” (SKR). The multicultural and assimilative beliefs of the preschool teachers were included separately alongside selected structural and teacher characteristics in structural equation models. The results showed that the multicultural beliefs of the preschool teachers were significantly positively related to the subscale “ Literacy” of the ECERS‑R and the scale “ Language and Cultural Sensitive Room Formation ”. In contrast, the assimilative beliefs were not associated with any of the three language-related quality measures.
Materialart:
Online-Ressource
ISSN:
1434-663X
,
1862-5215
DOI:
10.1007/s11618-023-01141-3
Sprache:
Deutsch
Verlag:
Springer Science and Business Media LLC
Publikationsdatum:
2023
ZDB Id:
1398745-8
ZDB Id:
2269588-6
SSG:
5,3
