Using video to assess preschool teachers’ pedagogical knowledge: explicit and higher-order knowledge predicts quality

Theory suggests that effective real-time decision-making in classrooms requires teachers to have flexible access rich and well-organised knowledge of teaching practices. Yet prior research on the role importance procedural has been equivocal. This exploratory study used a new video measure examine relationships with observed classroom quality, establish which opportunities learn (qualifications, professional development, experience) predict greater knowledge. It focused preschool teachers’ oral language pedagogy, basis early provides foundation for children’s later learning. The sample comprised 104 participating wider RCT, designed evaluate development intervention. Teachers were shown two short videos interactions asked identify instances practice. Responses coded capture three facets: perceiving (the ability salient language-supporting strategies); naming use specific vocabulary describe interactions); interpreting interpret observed). facets could be empirically distinguished. Explicit higher-order (naming, interpreting) most strongly predicted quality. Formal learning stronger predictors than experience. Intervention effects quality mediated by Implications workforce are discussed.