Change in early childhood classroom interaction quality after a professional development programme

• Torres, Elisa ^[1] ; Narea, Marigen ^[1] ; Mendive, Susana ^[1]
  1. [1] Pontificia Universidad Católica de Chile

     Pontificia Universidad Católica de Chile

     Santiago, Chile

     
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 45, Nº 1, 2022, págs. 220-243
• Idioma: inglés
• DOI: 10.1080/02103702.2021.1972699
• Títulos paralelos:
  • Cambio en la calidad de las interacciones pedagógicas en Educación Infantil tras un programa de desarrollo profesional
• Enlaces
  • Texto completo
• Dialnet Métricas: 6 Citas
• Resumen
  • español

    Este estudio tuvo como objetivo analizar el cambio en el nivel de calidad de interacciones en 85 aulas de nivel parvulario de contextos vulnerables de Santiago de Chile, participantes en el primer año de intervención de un programa de desarrollo profesional docente. La calidad de las interacciones fue medida utilizando el Classroom Assessment Scoring System (CLASS), a principio y a finales del año escolar. Se construyeron tablas de contingencia en el grupo control y experimental, que fueron analizadas utilizando chi-cuadrado y odds ratio. Los resultados arrojan que la mayoría de las aulas se mantuvieron en un bajo nivel de calidad, incluso aquellas que recibieron la intervención. Además, se observó una disminución significativa de calidad en apoyo emocional en el grupo control. Estos resultados tienen implicancias importantes para políticas y prácticas en la evaluación de calidad y en el diseño e implementación de programas de desarrollo profesional docente en Educación Infantil.

  • English

    The goal of this study was to analyse changes in classroom interaction quality in 85 early childhood classrooms in vulnerable social contexts in Santiago de Chile which participated in the first year of a professional development programme. Classroom interaction quality was measured using the Classroom Assessment Scoring System (CLASS) at the beginning and end of the school year. Contingency tables were built in the experimental and control groups and subsequently analysed with the chi-square and odds ratio. Results show that most classrooms maintained low quality levels, even after having received the intervention. A significant decrease in quality level of emotional support was also observed in the control group. These results have important implications for quality evaluation policy and practices and for the design and implementation of professional development programmes in early childhood education.

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