Preschool teachers’ pedagogical beliefs in the field of language education

Abstract

Abstract This paper explores the pedagogical beliefs regarding language education of 1433 German preschool teachers, and the association between these beliefs and teacher and preschool characteristics. Factor analyses reveal a two-factor structure in teachers’ pedagogical beliefs: the more teacher-directed approach “additional language support” and the more child-centered approach “language education embedded into daily routines”. Teachers value both approaches, albeit participants more frequently express child-centered than teacher-directed beliefs. Factors influencing teachers’ beliefs were their age and language spoken at home, and their qualifications and professional development. Implications for future research and teachers’ professional development are discussed based on these findings.