Change in early childhood classroom interaction quality after a professional development programme (Cambio en la calidad de las interacciones pedagógicas en Educación Infantil tras un programa de desarrollo profesional). Issue 1 (2nd January 2022)

• Record Type: Journal Article
• Authors: Torres, Elisa; Narea, Marigen; Mendive, Susana
• Is Part Of: Infancia y aprendizaje. Volume 45:Issue 1(2022)
• Page Start: 220
• Page End: 243
• Publication Date: 2022-01-02
• Subjects: teacher professional development -- classroom assessment scoring system (CLASS) -- early childhood education -- early childhood education quality -- classroom interactions; desarrollo profesional docente -- classroom assessment scoring system (CLASS) -- educación infantil -- calidad de la educación infantil -- interacciones de aula; Educational psychology -- Periodicals; Teaching -- Periodicals; Education -- Periodicals; Education; Educational psychology; Teaching; Periodicals; 370.15
• DOI: 10.1080/02103702.2021.1972699
• Languages: English
• ISSNs: 0210-3702

Abstract

ABSTRACT: The goal of this study was to analyse changes in classroom interaction quality in 85 early childhood classrooms in vulnerable social contexts in Santiago de Chile which participated in the first year of a professional development programme. Classroom interaction quality was measured using the Classroom Assessment Scoring System (CLASS) at the beginning and end of the school year. Contingency tables were built in the experimental and control groups and subsequently analysed with the chi-square and odds ratio. Results show that most classrooms maintained low quality levels, even after having received the intervention. A significant decrease in quality level of emotional support was also observed in the control group. These results have important implications for quality evaluation policy and practices and for the design and implementation of professional development programmes in early childhood education.