Differences arose in the participants' positioning toward teacher identity: the ECEC teacher as expert and the student teacher as developing a professional identity. In the SRIs, both participants emphasised the importance of emotional support and supporting children's language skills. However, the interactions of the student teacher varied across observation cycles. The results suggested that participants' teacher-child interactions were of relatively high quality, although instructional support was an area for development. The videos were rated according to the CLASS manual, and the data were analysed using qualitative thematic analysis. The data consisted of video recordings, written observation notes, and stimulated recall interview (SRI) transcripts. Furthermore, the study explored the participants' reflections on their pedagogical interactions and the extent to which they aligned with the CLASS framework. The aim of the study was to examine the quality of an experienced ECEC teacher's and an ECEC student teacher's teacher-child interactions using the Classroom Assessment Scoring System (CLASS). High-quality interactions between teachers and children in early childhood education and care (ECEC) are at the heart of supporting children's development, well-being, and learning. We discuss the implications of these findings for research on instructional quality and for the design of personalized professional development programmes that aim to improve teacher instruction in primary and secondary science classrooms. In addition, different profiles of instructional quality were significantly related to motivation and, to a certain extent, achievement in science. Further analyses revealed that student characteristics, particularly language at home and socioeconomic status, predicted the profile memberships at the student level, whereas teacher competence (i.e., self-efficacy in science teaching) predicted the profile memberships at the classroom level. The findings showed that the patterns of these profiles varied across different aspects of instructional quality in both grades. Using multi-level latent class analysis, we identified distinct profiles of instructional quality that focused on four aspects of instructional clarity: clarity of instruction and teacher support (i.e., engaging teaching, social and emotional support, and subject domain support) at the student and classroom levels. This study analysed the Norwegian data from the Trends in Mathematics and Science Study (TIMSS) 2015, using Grades 5 and 9 from primary and secondary education. Even fewer studies have investigated the nature of instructional quality in primary and secondary education. However, studies examining various patterns of teachers’ instructional quality are scarce, particularly in science teaching. Future directions and implications for both policy and practice are discussed.Teachers implement different types of instruction, and the quality of their instruction is crucial for enhancing student outcomes. Practice or Policy: Overall, research findings provide evidence for the use of the CLASS-T to measure quality within toddler classrooms that serve ethnically and linguistically diverse toddlers. Additionally, findings provide preliminary support for the use of the two-factor structure of the CLASS-T in linguistically diverse classrooms. Findings supported the two-factor structure of the CLASS-T, which included the Emotional and Behavioral Support and Engaged Support for Learning domains. The purpose of the present study was: (1) to examine the factor structure of the CLASS-T in a sample of 106 classrooms comprised of ethnically and linguistically diverse toddlers attending EHS and subsidized child care programs and (2) to examine the invariance of the factor structure across classrooms in which teachers spoke predominantly English or Spanish in the classroom. Despite widespread use of the CLASS-T, few studies have examined the factor structure of the CLASS-T for use in Early Head Start (EHS) and subsidized child care programs serving children from low-income, ethnically and linguistically diverse backgrounds. Research Findings: The Classroom Assessment Scoring System Toddler (CLASS-T) is one of the most commonly used measures to assess the quality of teacher-child interactions in toddler classrooms.
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