Research On The Construction Of Teacher’s Self-assessment Indicator System For Teacher-child Interaction Quality From The Perspective Of "guidelines For Early Care And Education Quality Assessment"

The quality of teacher-child interactions has become the core of the process quality of preschool education,as it can profoundly influence and significantly contribute to the development of children in all aspects.However,the quality of teacher-child interactions has long been a shortcoming in kindergarten education practice and teachers’ professional development,and a major constraint on the overall quality of teaching and learning.Effective assessment tools and indicator systems are the basis for assessing the quality of teacher-child interactions and effectively improving the quality of teacher-child interactions.At present,foreign tools are mainly used in China to assess the quality of teacher-child interactions and related research,and there is a relative lack of localised and specialised tools to assess the quality of teacher-child interactions.In addition,teachers are often the object of assessment and lack a voice in assessing the quality of teacher-child interactions.Therefore,there is an urgent need to provide teachers with a scientific,reasonable and operational self-assessment tool for the self-assessment and continuous improvement of the quality of teacherchild interactions.This study comprises the following four main parts.The first part,the initial construction of the indicator system.Based on the programmatic document “guidelines for early care and education quality assessment”(hereinafter referred to as“assessment guidelines”)and the theory of enabling assessment,the researcher followed the principles of development,relative scientificity,independence,and operability to initially compiled a self-assessment indicator system of teacher-child interaction quality,including 4 primary indicators,11 secondary indicators and 42 tertiary indicators.The second part,the revision and improvement of the indicator system.in this study.Based on Delphi method,the researcher distributed expert consultation questionnaires to 33 experts to obtain expert opinions on the rationality,clarity and accuracy of the content of the index framework.Then,based on the results of quantitative and qualitative analysis,the inappropriate indicators are modified,deleted and supplemented to complete the preliminary revision and improvement of the indicator system.The third part,the validity of the indicator system is verified.The researcher distributed and collected questionnaires to a certain range of teachers,and based on the data of 366 valid questionnaires,conducted item analysis,reliability analysis and structural validity analysis.The critical ratio method shows that all the items in the high and low groups are statistically significant(P<0.05),and the correlation coefficient method shows that the correlation coefficient(r=0.415-0.811)between the scores of other items and the total score of the scale is greater than 0.4,reaching a significant level(P<0.05),and there are differences among the items.The reliability of the overall scale is 0.926,and the coefficients of the four first-level indicators are between 0.887 and 0.925,which has good internal consistency reliability.The fitting indicators of various models all reached the standard(CMIN/df=2.392,RMSEA=0.062,NFI=0818,IFI=0.086,TLI=0.879,CFI=0.885),and the overall fitting degree of the models was good.The above research evidence shows that the reliability and validity of the self-assessment indicator system of teacherchild interaction has reached an acceptable level.At the same time,based on the results of validity test and analysis,the researcher adjusted and optimized the self-assessment indicator system.Finally,the teacher self-assessment indicator system of teacher-child interaction quality includes four firstlevel indicators(emotional support,support for autonomy,observation and analysis,learning response and support),as well as 11 second-level indicators and 48 third-level indicators such as emotional atmosphere and respect for children.The fourth part,discussion and analysis.Based on the above research contents,this study conducted a comprehensive discussion on the functional orientation,indicator construction,and content framework of the indicator system.Specifically,firstly,the functional orientation of the indicator system points to the reflective practice and professional development of self-assessment,which provides teachers with effective and operational self-assessment tools for the quality of teacher-child interactions,and provides powerful support for teachers’ regular self-diagnosis,reflection,and continuous improvement of their own teacher-child interactions.Secondly,the framework of the indicator system follows a relatively solid and rigorous development procedure,taking scientific theory as the basic framework of the indicator system,and strives to be standardized,rigorous and scientific to the greatest extent.Thirdly,compared with the existing tools,the content framework of this indicator system is richer in connotation,expanding the scope of the assessment situation to the whole day’s activities,emphasizing effective learning support based on observation,understanding and evaluation,which is more in line with teachers’ understanding and educational practice logic.