Early childhood teachers’ beliefs and practices of teacher-child interactions in group teaching activities: A multimethod study in the Chinese context

Abstract

The aim of the present study was to compare Chinese early childhood teachers’ perceived beliefs about high-quality teacher-child interaction with teachers’ observed practices of teacher-child interaction in group teaching activities, and to explore the reasons for differences between beliefs and practices using a multimethod design. First, 203 kindergarten teachers were interviewed using the free word association test to generate the most representative associative words that could describe perceived beliefs of high-quality teacher-child interaction. Teacher-child interactions in group teaching activities from three kindergartens were then observed to collect data on teacher-child interaction practices. Three teachers from the classes observed were interviewed to explore possible reasons for discrepancies between teachers’ perceived beliefs and actual practices. The discrepancies between teachers’ beliefs and practices existed in three main aspects, including mutual engagement, autonomy support, and teachers’ professional skills. Influential factors from the children, the teachers themselves, and the external environment explained the discrepancies. The findings provide educational implications for improving teacher-child interaction in China and beyond.