Special education teachers' interactive styles in early education [Estilos interactivos de educadoras do ensino especial em contexto de educação-de-infância]

• Type: Article in International Scientific Journal
• Date: 2009

Authors

Catarina Grande (Author) FPCEUP; Ana Isabel Pinto (Author) FPCEUP

Journal

Title: Psicologia: Teoria e Pesquisa

Vol. 25 No. 4

Pages: 547-559

ISSN: 0102-3772

Publisher: Departamento de Psicologia, Universidade de Brasilia

Indexing

ISI Web of Knowledge

Scopus - 7 Citations

Other information

Authenticus ID: P-007-TMR

Abstract (EN): This study intended to characterize special education teachers' interactive styles while interacting with children with disabilities, in day care/preschool contexts in Porto. Fifty special education teachers and 50 children with disabilities participated in the study. Interactive behaviours were rated based on the Teaching Styles Rating Scale. Child engagement was coded by means of the E-QUAL III. Using cluster analysis, two subgroups of teachers were identified: (i) teachers using more frequently directive behaviours; (ii) teachers with predominance of elaborative and responsive behaviours. Subgroups differences were found for classroom structural quality, teachers' characteristics and children's observed engagement. Children with disabilities seem to benefit from low directive interactions. Elaborative-responsive teacher's interactions tend to promote more sophisticated levels of children's engagement, and are thus recommended.

Language: Portuguese

Type (Professor's evaluation): Scientific

No. of pages: 13