2017
DOI: 10.1026/2191-9186/a000309
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Zentrale Wirkmechanismen von Weiterbildungen zur Qualitätssteigerung in Kindertageseinrichtungen

Abstract: Zusammenfassung. In den letzten Jahren wurden eine Reihe von politischen Anstrengungen in der Aus- und Weiterbildung frühpädagogischer Fachkräfte unternommen, um die Qualität in Kindertageseinrichtungen zu erhöhen. Obwohl viele Weiterbildungen angeboten werden, sind nur wenige davon wissenschaftlich evaluiert. In diesem Beitrag wird der Frage nachgegangen, welche Aspekte besonders effektive Weiterbildungen kennzeichnen. Grundlage dafür ist ein systematischer Literaturüberblick. Von insgesamt 1195 relevanten Qu… Show more

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Cited by 18 publications
(8 citation statements)
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“…The results of the quality measurements before and after completion of the OPD programme show a significant improvement in performance with a focus on the quality of interactions between early childhood professionals and children. This is in line with other empirical studies showing that training programmes that address personal situations are effective (Egert & Kappauf, 2019 ; Egert et al, 2017 ). However, the study has some limitations: One of them is the long interval (almost one year) between the first and second quality measurement.…”
Section: Discussion and Limitationssupporting
confidence: 91%
“…The results of the quality measurements before and after completion of the OPD programme show a significant improvement in performance with a focus on the quality of interactions between early childhood professionals and children. This is in line with other empirical studies showing that training programmes that address personal situations are effective (Egert & Kappauf, 2019 ; Egert et al, 2017 ). However, the study has some limitations: One of them is the long interval (almost one year) between the first and second quality measurement.…”
Section: Discussion and Limitationssupporting
confidence: 91%
“…Due to COVID-19, all meetings were conducted virtually. As previous research suggests that a crucial component of effective training is practical application (direct skill training; Egert et al, 2017), interactive components were integrated despite the COVID-19 related shift to a virtual setting.…”
Section: Interventionmentioning
confidence: 96%
“…Second, there are limitations about the teacher training itself. Although research suggests in-service training and individual video feedback to be most effective (Egert et al, 2017), it was not possible to offer these aspects to the participating teachers in the teacher training. In-service visits were not possible due to the COVID-19 pandemic and no staff was available for individual video feedback.…”
Section: Limitations and Perspectivesmentioning
confidence: 99%
“…EC workforce needs several experiences that promote their education, training, and development opportunities (Frantz et al, 2020). Professional development (PD) refers to how professionals move from awareness (knowledge) to action (practice) and the adoption of particular dispositions in their professional repertoires [29]. In general, professional development efforts have traditionally taken five forms: (a) formal education; (b) credentialing; (c) specialized, on-the-job in-service training; (d) coaching and/or consultative interactions; and (e) communities of practice (CoPs) or collegial study groups [30].…”
Section: Pre-service Preparation and In-service Professional Developmentmentioning
confidence: 99%