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Matches in Ghent University Academic Bibliography for { <https://biblio.ugent.be/publication/01HS0PB2NDTNRC4K1W8J51YFC2> ?p ?o. }

• 01HS0PB2NDTNRC4K1W8J51YFC2 classification C3.
• 01HS0PB2NDTNRC4K1W8J51YFC2 date "2023".
• 01HS0PB2NDTNRC4K1W8J51YFC2 language "eng".
• 01HS0PB2NDTNRC4K1W8J51YFC2 type conference.
• 01HS0PB2NDTNRC4K1W8J51YFC2 hasPart 01HS0PEH3E7RM7VC0KT9TGKEV8.pdf.
• 01HS0PB2NDTNRC4K1W8J51YFC2 subject "Social Sciences".
• 01HS0PB2NDTNRC4K1W8J51YFC2 presentedAt urn:uuid:f9e284be-b108-4006-b588-00f49ed87656.
• 01HS0PB2NDTNRC4K1W8J51YFC2 abstract "Background: Preschool teachers play a vital role in stimulating young children’s language development (Kim & Yun, 2019). It is widely known that high-quality language interactions in preschool are critical for supporting the language development of children, and in particular for those children at risk (European Commission, 2018; Sammons et al., 2015). However, in practice, in Flanders, relatively low quality language interactions in the preschool classroom are reported (Peleman et al., 2019). Stimulating teachers’ language stimulating (LS) competences is thus an important focus for preschool teacher education. Several instruments have been developed over the past years to measure how teachers perceive, interpret and predict classroom situations, mostly in the context of classroom management or inclusive teaching (Gold & Holodynski, 2017; Roose et al., 2019; Seidel & Stürmer, 2014). So far, no standardized instruments exist that capture how student teachers perceive (notice) and interpret (reasoning) meaningful classroom events in the context of LS interactions. Aims: This study aims to develop a valid and reliable video-based measurement instrument to reliably measure student teachers competences (dispositions + situation-specific skills). Methods: In this study, teachers’ LS competences are conceptualized as the combination of dispositions, situation-specific skills (professional vision: noticing and reasoning) and performance with regard to effective LS strategies, following the adapted Blömeke competence model (Vanderlinde et al., 2020). Dispositions will be measured through a traditional web-based survey. To measure teachers’ noticing, the innovative approach of comparative judgement (Keppens et al., 2019) will be applied to a video-based instrument. In this method, respondents compare pairs of authentic classroom videos and select the video that is best in terms of LS interactions. Respondents undergo a series of comparisons, that result in an individual rank order. A misfit score after comparison with an expert rank order, is the indicator of teacher’s noticing. Teachers’ reasoning (the ability to describe, explain and predict the consequences of a classroom situation) will be measured through rating items. The development of the video-based instrument will undergo several steps. In an initial phase (a), collection and careful selection of classroom videos will take place, where experts select authentic, real-life videos where TS interactions are represented (as good or bad example). Next, an expert study (b) will determine an expert rank order of the selected videos. The validity of the instruments will be assessed (c) using Chan’s validity framework, on pilot study data from student preschool teachers. Conclusion: The research design for the development of this video-based measurement tool will be presented, together with methodological challenges and opportunities. Not only will such tool allow measurement of student teachers’ competencies in a reliable and standardized way, it will also provide the foundations to map the state-of-the-art of student teachers LS competencies in Flanders, as well as measuring how a professionalisation initiative could possibly stimulate student teacher’s competences. The presented research is situated in the broader LASCOS (Dutch: TACOS) SBO-FWO project, that will run from 2023 until 2026. References Blömeke, S., Gustafsson, J.-E., & Shavelson, R. J. (2015). Beyond Dichotomies: Competence Viewed as a Continuum. Zeitschrift Für Psychologie, 223(1), 3–13. https://doi.org/10.1027/2151-2604/a000194 European Commission. (2018). Proposal for a council recommendation on high quality early childhood educaiton and care systems. Gold, B., & Holodynski, M. (2017). Using digital video to measure the professional vision of elementary classroom management: Test validation and methodological challenges. Computers & Education, 107, 13–30. https://doi.org/10.1016/j.compedu.2016.12.012 Keppens, K., Consuegra, E., Goossens, M., De Maeyer, S., & Vanderlinde, R. (2019). Measuring pre-service teachers’ professional vision of inclusive classrooms: A video-based comparative judgement instrument. Teaching and Teacher Education, 78, 1–14. https://doi.org/10.1016/j.tate.2018.10.007 Kim, Y.-S. G., & Yun, J. (2019). Theory- and Evidence-Based Language Learning and Teaching for Young Children: Promoting Interactive Talk in the Classroom. In V. Grøver, P. Uccelli, M. Rowe, & E. Lieven (Eds.), Learning through Language (1st ed., pp. 64–73). Cambridge University Press. https://doi.org/10.1017/9781316718537.007 Peleman, B., Vandenbroeck, M., & Van Avermaet, P. (2019). De overgang naar de kleuterschool voor kinderen uit gezinnen in armoede. Universiteit Gent. Vakgroep Sociaal Werk en Sociale Pedagogiek. Roose, I., Vantieghem, W., Van Damme, K., Lambert, P., Vanderlinde, R., & Van Avermaet, P. (2019). Measuring teachers’ professional vision of inclusive classrooms through video-based comparative judgement. What does it mean to misfit? International Journal of Educational Research, 98, 257–271. https://doi.org/10.1016/j.ijer.2019.09.004 Sammons, P., Toth, K., Sylva, K., Melhuish, E., Siraj, I., & Taggart, B. (2015). The long-term role of the home learning environment in shaping students’ academic attainment in secondary school. Journal of Children’s Services, 10(3), 189–201. https://doi.org/10.1108/JCS-02-2015-0007 Seidel, T., & Stürmer, K. (2014). Modeling and Measuring the Structure of Professional Vision in Preservice Teachers. American Educational Research Journal, 51(4), 739–771. https://doi.org/10.3102/0002831214531321 Vanderlinde, R., Godaert, E., & Keppens, K. (2020). Competentiegericht opleiden en beoordelen in de lerarenopleiding: Naar een nieuw conceptueel model.".
• 01HS0PB2NDTNRC4K1W8J51YFC2 author F6B4E53E-F0ED-11E1-A9DE-61C894A0A6B4.
• 01HS0PB2NDTNRC4K1W8J51YFC2 author adc735c2-5759-11ea-b86a-eb3426df9d12.
• 01HS0PB2NDTNRC4K1W8J51YFC2 dateCreated "2024-03-15T09:15:57Z".
• 01HS0PB2NDTNRC4K1W8J51YFC2 dateModified "2024-09-13T13:58:13Z".
• 01HS0PB2NDTNRC4K1W8J51YFC2 name "Developing an instrument for measuring language stimulating competences of student preschool teachers".
• 01HS0PB2NDTNRC4K1W8J51YFC2 pagination urn:uuid:3ad737b8-be18-4997-a406-906948130364.
• 01HS0PB2NDTNRC4K1W8J51YFC2 sameAs LU-01HS0PB2NDTNRC4K1W8J51YFC2.
• 01HS0PB2NDTNRC4K1W8J51YFC2 sourceOrganization urn:uuid:7f5f4d0e-844e-4400-8008-74fa050c677f.
• 01HS0PB2NDTNRC4K1W8J51YFC2 type C3.