A1 Journal article (refereed)
The quality of an expert teacher’sand a student teacher’s pedagogical interactionsin early childhood education and care examined through theCLASS lens (2022)


Koivula, M., Salminen, J., Rautamies, E., & Rutanen, N. (2022). The quality of an expert teacher’sand a student teacher’s pedagogical interactionsin early childhood education and care examined through theCLASS lens. Journal of Early Childhood Education Research, 11(1), 123-150. https://journal.fi/jecer/article/view/114010/67207


JYU authors or editors


Publication details

All authors or editorsKoivula, Merja; Salminen, Jenni; Rautamies, Erja; Rutanen, Niina

Journal or seriesJournal of Early Childhood Education Research

eISSN2323-7414

Publication year2022

Volume11

Issue number1

Pages range123-150

PublisherSuomen varhaiskasvatus ry

Publication countryFinland

Publication languageEnglish

Persistent website addresshttps://journal.fi/jecer/article/view/114010/67207

Publication open accessOpenly available

Publication channel open accessOpen Access channel

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/79712


Abstract

High-quality interactions between teachers and children in early childhood education and care (ECEC) are at theheart of supporting children’s development, well-being, andlearning. Theaim of the study wasto examine the quality of an experienced ECEC teacher’sand an ECEC student teacher’steacher–child interactionsusingthe ClassroomAssessment Scoring System (CLASS). Furthermore, the study exploredthe participants’reflectionson their pedagogical interactions and theextent to which they alignedwith the CLASS framework. The data consistedof video recordings, written observation notes, and stimulated recall interview(SRI) transcripts. Thevideos were rated according to the CLASSmanual, and the data were analysedusing qualitative thematicanalysis. The results suggestedthat participants’teacher–child interactions were of relatively high quality, althoughinstructional supportwas anarea for development.However, the interactions of the student teachervaried acrossobservation cycles. In the SRIs, both participants emphasised the importance of emotional supportand supporting children’s language skills. Differences arose inthe participants’positioningtoward teacher identity:the ECECteacher as expert andthe student teacherasdeveloping aprofessional identity. The results provide novel qualitative insights into teacher–child interactions and using.


Keywordsearly childhood education and careinteractionteachersearly childhood education and care teacherschildren (age groups)teacher-pupil relationshiplearningchild developmentpedagogyteacher training

Free keywordsquality of interactions; ECEC teacher; ECEC student teacher; pedagogy; reflection


Contributing organizations


Related projects


Ministry reportingYes

Reporting Year2022

JUFO rating1


Last updated on 2024-14-06 at 23:46