PLAYING-2-GETHER: can brief in-service training influence preschool teachers’ awareness of play-based strategies for improving relationships?
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.22/24185 |
Resumo: | This study explores how brief in-service training influences preschool teacherś awareness of competences relevant for building high-quality teacher–child relationships. A pre- and post-test design was used, with a 5-h training session in-between. Thirty-four in-service preschool teachers completed a video-based task before and after training. Qualitative and quantitative analyses were conducted. After the session, the number of teachers identifying the key principles of building relationships with children was significantly higher for one out of the five situations analysed; the number of teachers identifying competencies for building positive relationships was significantly higher for three out of the five situations. Strategies such as observing children were easily identified (before and after training) and strategies such as taking into account the child relational needs were hardly ever identified (before and after training). Discussion highlights potential differential effects of brief in-service training according to the complexity of the training content. |
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PLAYING-2-GETHER: can brief in-service training influence preschool teachers’ awareness of play-based strategies for improving relationships?Playing-2-getherTeacher sensitivityChild leadIn-service trainingPlay-based strategiesThis study explores how brief in-service training influences preschool teacherś awareness of competences relevant for building high-quality teacher–child relationships. A pre- and post-test design was used, with a 5-h training session in-between. Thirty-four in-service preschool teachers completed a video-based task before and after training. Qualitative and quantitative analyses were conducted. After the session, the number of teachers identifying the key principles of building relationships with children was significantly higher for one out of the five situations analysed; the number of teachers identifying competencies for building positive relationships was significantly higher for three out of the five situations. Strategies such as observing children were easily identified (before and after training) and strategies such as taking into account the child relational needs were hardly ever identified (before and after training). Discussion highlights potential differential effects of brief in-service training according to the complexity of the training content.Repositório Científico do Instituto Politécnico do PortoCoelho, VeraAraújo, Sara BarrosSanches-Ferreira, ManuelaVancraeyveldt, Caroline2023-12-14T10:55:40Z20222022-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.22/24185eng10.1080/09669760.2022.2037078info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-12-20T01:56:38Zoai:recipp.ipp.pt:10400.22/24185Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T00:55:09.353565Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
PLAYING-2-GETHER: can brief in-service training influence preschool teachers’ awareness of play-based strategies for improving relationships? |
title |
PLAYING-2-GETHER: can brief in-service training influence preschool teachers’ awareness of play-based strategies for improving relationships? |
spellingShingle |
PLAYING-2-GETHER: can brief in-service training influence preschool teachers’ awareness of play-based strategies for improving relationships? Coelho, Vera Playing-2-gether Teacher sensitivity Child lead In-service training Play-based strategies |
title_short |
PLAYING-2-GETHER: can brief in-service training influence preschool teachers’ awareness of play-based strategies for improving relationships? |
title_full |
PLAYING-2-GETHER: can brief in-service training influence preschool teachers’ awareness of play-based strategies for improving relationships? |
title_fullStr |
PLAYING-2-GETHER: can brief in-service training influence preschool teachers’ awareness of play-based strategies for improving relationships? |
title_full_unstemmed |
PLAYING-2-GETHER: can brief in-service training influence preschool teachers’ awareness of play-based strategies for improving relationships? |
title_sort |
PLAYING-2-GETHER: can brief in-service training influence preschool teachers’ awareness of play-based strategies for improving relationships? |
author |
Coelho, Vera |
author_facet |
Coelho, Vera Araújo, Sara Barros Sanches-Ferreira, Manuela Vancraeyveldt, Caroline |
author_role |
author |
author2 |
Araújo, Sara Barros Sanches-Ferreira, Manuela Vancraeyveldt, Caroline |
author2_role |
author author author |
dc.contributor.none.fl_str_mv |
Repositório Científico do Instituto Politécnico do Porto |
dc.contributor.author.fl_str_mv |
Coelho, Vera Araújo, Sara Barros Sanches-Ferreira, Manuela Vancraeyveldt, Caroline |
dc.subject.por.fl_str_mv |
Playing-2-gether Teacher sensitivity Child lead In-service training Play-based strategies |
topic |
Playing-2-gether Teacher sensitivity Child lead In-service training Play-based strategies |
description |
This study explores how brief in-service training influences preschool teacherś awareness of competences relevant for building high-quality teacher–child relationships. A pre- and post-test design was used, with a 5-h training session in-between. Thirty-four in-service preschool teachers completed a video-based task before and after training. Qualitative and quantitative analyses were conducted. After the session, the number of teachers identifying the key principles of building relationships with children was significantly higher for one out of the five situations analysed; the number of teachers identifying competencies for building positive relationships was significantly higher for three out of the five situations. Strategies such as observing children were easily identified (before and after training) and strategies such as taking into account the child relational needs were hardly ever identified (before and after training). Discussion highlights potential differential effects of brief in-service training according to the complexity of the training content. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022 2022-01-01T00:00:00Z 2023-12-14T10:55:40Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.22/24185 |
url |
http://hdl.handle.net/10400.22/24185 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1080/09669760.2022.2037078 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799136438473719808 |