ERIC Number: EJ929634
Record Type: Journal
Publication Date: 2004
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1090-1027
EISSN: N/A
Available Date: N/A
Actions Speak Louder than Words: How Experience and Education Relate to Teachers' Behaviors
Wilcox-Herzog, Amanda
Journal of Early Childhood Teacher Education, v25 n1 p11-18 2004
This study explored how background factors are related to teachers' behaviors. Currently, it is unclear what variable most accurately predicts teaching behaviors; experience, general education, or specialized training. The participants in this study were 47 early childhood educators. Teachers were primarily female and all worked with children aged 3-5 years. Teachers had worked with children aged 3-5 years for an average of 7.6 years (range = 0-30 years). Many teachers had training in early childhood. Twenty-nine had majored in early childhood and 26 held early childhood certificates. Teaching actions were assessed with four observational measures via videotape. The results showed that experience was a negative predictor of sensitive behavior and that early childhood certification was a positive predictor of verbalization behaviors. (Contains 2 footnotes and 3 tables.)
Descriptors: Video Technology, Young Children, Teacher Student Relationship, Teacher Behavior, Teaching Experience, Teacher Education, Early Childhood Education, Preschool Children, Preschool Teachers, Public Policy, Interrater Reliability, Teacher Background, General Education
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A