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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 2 of 2 1 Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children ... Höltge, Lea; Ehm, Jan-Henning; Hartmann, Ulrike. - : Taylor and Francis, 2019 BASE Show details 2 Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children Höltge, Lea; Ehm, Jan-Henning; Hartmann, Ulrike; Hasselhorn, Marcus In: Early child development and care 189 (2019) 2, S. 339-351 (2019) Abstract: This study addresses preschool teachers' self-efficacy beliefs in assessment and promotion of children's early language, social-emotional, and mathematical skills. The aim of the study was to find out to what extent preschool teachers believe to be able to assess and promote those skills, respectively. In a sample of 368 German preschool teachers, average scores in all scales were quite homogenously high. However, average scores of self-efficacy beliefs between the domains differed, with self-efficacy beliefs regarding language skills being the strongest. Self-efficacy beliefs regarding assessment were stronger than in promotion in the social-emotional and the mathematical domain, but not in language. Yet, confirmatory factor analyses indicate that self-efficacy beliefs regarding assessment were highly correlated with self-efficacy beliefs regarding promotion of skills in all three domains. Possible explanations for these results and ideas for further research are discussed. Keyword: Academic studies; Achievement measurement; Achievement test; Baden-Württemberg; Baden-Wurtemberg; Baden-Wurttemberg; Befragung; Berufsausbildung; Caregiver; Carer; Child; Day nursery; ddc:370; Deutschland; Education; Educational childcare staff; Educator; Einstellung; Emotionale Kompetenz; Empirische Bildungsforschung; Erzieher; Erziehung; Factor analysis; Faktorenanalyse; Förderung; Germany; Kind; Kindergarten; Kindergarten teacher; Kindertagesstätte; Language skill; Leistungsbeurteilung; Linguistic Competence; Mathematics Achievement; Mathematics skills; Mathematische Kompetenz; Nursery school; Nursery school teachers; Nursery teacher; Pädagogik der frühen Kindheit; Pre-primary school teacher; Pre-school age; Preschool age; Pupil Evaluation; Qualification; Qualifikation; Schul- und Bildungswesen; Selbstwirksamkeit; Self efficacy; Social competence; Soziale Kompetenz; Sprachkompetenz; Studium; Überzeugung; Vocational education and training; Vocational training; Vorschulalter URL: https://doi.org/10.25656/01:17607 http://nbn-resolving.de/urn:nbn:de:0111-pedocs-176073 https://www.pedocs.de/volltexte/2020/17607/pdf/Hoeltge_2019_Teachers_self-efficacy_beliefs_A.pdf https://www.pedocs.de/volltexte/2020/17607/ BASE Hide details

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