Effects of in-service programs on childcare teachers' interaction quality: A meta-analysisopen access
- Authors
- Lee, JY[Lee, Ji Young]; Sung, J[Sung, Jihyun]
- Issue Date
- 1-Apr-2023
- Publisher
- PERGAMON-ELSEVIER SCIENCE LTD
- Keywords
- Interaction Quality; In-service program; Childcare teacher; Meta-Analysis
- Citation
- TEACHING AND TEACHER EDUCATION, v.124
- Indexed
- SSCI
SCOPUS
- Journal Title
- TEACHING AND TEACHER EDUCATION
- Volume
- 124
- URI
- https://scholarworks.bwise.kr/skku/handle/2021.sw.skku/102434
- DOI
- 10.1016/j.tate.2023.104017
- ISSN
- 0742-051X
- Abstract
- Childcare teachers' warm and sensitive responses play a critical role in infant development. Korean in-service systems do not sufficiently support the interaction quality of childcare teachers. This study examined previous in-service programs shown to improve the interaction quality of teachers and calculated the effect sizes of 38 in-service programs reported in Korean and English-language research, and explored their moderating factors. In-service programs had moderate effects on interaction quality, and mixed workshop-coaching programs had the largest effect size. Programs shorter than 1 month, or with more than 20 sessions or 4-6 h per session effectively improved interaction quality.(c) 2023 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
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- Appears in
Collections - Social Sciences > Department of Child Psychology and Education > 1. Journal Articles
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