Researching Pre-school Teachers’ Knowledge of Oral Language Pedagogy Using Video

The Observing Language Pedagogy (OLP) tool uses videos of authentic classroom interactions to elicit the procedural knowledge which pre-school teachers can access, activate and use support decision-making. Three facets are captured: perceiving (the ability identify salient language-supporting strategies); naming specific professional vocabulary describe interactions); interpreting interpret observed). Prior research has shown that OLP predicts quality; with proving strongest predictors. This study examines responses from 104 consider nature their pedagogical ( perceiving, naming, ), differences between expert (those leading classrooms) non-expert lower quality classrooms). It offers insight into language-related expertise guide design teacher development, suggesting a tri-fold focus on linguistic input, relational pedagogy cognitive challenging interactions.