Chinese preschool teachers' knowledge and practice of teacher-child interactions: The mediating role of teachers' beliefs about children

• Published in: Teaching and teacher education Vol. 63; pp. 137 - 147
• Main Authors: Hu, Bi Ying, Fan, Xitao, Yang, Yi, Neitzel, Jennifer
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.04.2017
• Subjects: Beliefs about children; Chinese kindergarten; Knowledge; Mediating role; Teacher-child interactions; Teacher-child interactions; Chinese kindergarten; Beliefs about children; Knowledge; Mediating role
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2016.12.014

This study contributes to the discussion regarding the relationship between teachers' knowledge about effective teacher-child interactions, beliefs about children, and observed teacher-children interaction practice in Chinese kindergartens. Data were collected among 164 Chinese kindergarten teachers through questionnaires and classroom observations. Findings revealed: (a) the significant association between teachers' knowledge, beliefs, and emotional/instructional practice; (b) the mediating role of teachers' beliefs on the relationship between knowledge and behavioral/instructional practice; (c) that years of teaching experience and degree are predictors for teachers' beliefs. The results offer important implications about how to prepare teachers and foster their child-centered beliefs through professional development. •Teacher knowledge, beliefs, and practice are correlated.•Teacher beliefs mediate the relationship between knowledge and practice.•Teaching degree and years of teaching experience are predictors for teacher beliefs.