The development of interaction skills in preservice teacher education: a mixed-methods study of Dutch pre-service teachers

Ruben Fukkink, Lisanne Jilink, Rosanne op den Kelder, Kirti Zijlmans, Iris Bollen, Letty Koopman

Research output: Contribution to journalArticleAcademicpeer-review

4 Citations (Scopus)
1 Downloads (Pure)

Abstract

Significant attention has been paid in the international literature to the effect of in-service training on the interaction skills of teachers in early childhood education and care. The growth of pre-service teachers during teacher education has received relatively little attention to date, however. In a mixed-methods longitudinal study, we monitored the development of interaction skills among a group of Dutch pre-service teachers with repeated measures for 3 years and structured interviews. The results of a linear mixed-effects model revealed an impressive growth of interaction skills during the pre-service training. The qualitative interview data revealed progress of pre-service teachers’ professional reflection on their interaction with young children. These outcomes show the effectiveness of pre-service training for the development of interaction skills and professional reflection in early childhood education and care. However, progress is relatively modest for instructional skills and this domain needs further investment in pre-service training.
Original languageEnglish
Pages (from-to)321-329
JournalEarly Childhood Education Journal
Volume47
DOIs
Publication statusPublished - 12 Feb 2019

Fingerprint Dive into the research topics of 'The development of interaction skills in preservice teacher education: a mixed-methods study of Dutch pre-service teachers'. Together they form a unique fingerprint.

Cite this