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Professor Dr Wilfried Smidt
Deputy Head of Department
Professor of Education

Main Focus on Early Childhood Education

 

University of Innsbruck
Faculty of Education
Department of Psychosocial Intervention and Communication Studies
Maximilianstrasse 2, 6020 Innsbruck, Austria

E-Mail: wilfried.smidt@uibk.ac.at

Tel: +43(0)512-507-44700      
Tel: +43(0)512-507-44702 (Secretariat A. Kirschner)

Bild Wilfried Smidt

 Professional Activities

since 2019

Deputy Head of Department

since 2015

Professor of educational science with a main emphasis on early childhood education at the University of Innsbruck, Austria

2011 - 2015

Post-Doc-Researcher in the longitudinal research project “Übergang von fachschul- und hochschulausgebildeten pädagogischen Fachkräften in den Arbeitsmarkt” (Transition of academically and vocationally qualified educational professionals into the labour market, abbr. ÜFA) at the University of Koblenz-Landau, Germany

2006 - 2011

Research assistant in the longitudinal research project “Bildungsprozesse, Kompetenzentwicklung und Selektionsentscheidungen im Vor- und Grundschulalter” (Educational processes, competence development and selection decisions in preschool- and school age, abbr. BiKS) at the University of Bamberg, Germany

 

Scientific Qualifications

2017

Habilitation in educational science at the University of Bamberg, Germany

2011

Doctorate in educational science at the University of Bamberg, Germany

2007

Diploma in in educational science at the University of Bamberg, Germany

2004

Diploma in social work at the University of Applied Sciences Regensburg, Germany

 

Selected Publications

Editorial Work and Monographs

Bloch, B., Kuhn, M., Schulz, M., Smidt, W. & Stenger, U. (Eds.) (in preparation). Early Childhood Education in Germany – Exploring Historical Developments and Theoretical Issues. London: Routledge.

Spannring, R., Smidt, W. & Unterrainer, Ch. (Eds) (in preparation). Institutions and Organizations as Learning Environments for Participation and Democracy? Opportunities, Challenges, Obstacles. Springer: Dordrecht.

Hover-Reisner, N., Paschon, A. & Smidt, W. (Eds.) (2020). Elementarpädagogik im Aufbruch – Einblicke und Ausblicke [Early childhood education on the way up - insights and outlooks]. Münster: Waxmann.

Smidt, W. & Lehrl, S. (Eds.) (2020). Teacher–child interactions in Early Childhood Education and Care classrooms: characteristics, predictivity, dependency and methodological issues. London: Routledge

Bloch, B., Cloos, P., Koch, S., Schulz, M. & Smidt, W. (Eds.) (2018). Kinder und Kindheiten. Frühpädagogische Perspektiven [Children and childhoods. Early educational perspectives]. Weinheim: Beltz Juventa.

Schmidt, Th. & Smidt, W. (Eds.) (2018). Handbuch empirische Forschung in der Pädagogik der frühen Kindheit [Handbook on Empirical Research in Early Childhood Education]. Münster: Waxmann.

Smidt, W. & Lehrl, S. (Eds.) (2018). Teacher–child interactions in Early Childhood Education and Care classrooms: characteristics, predictivity, dependency and methodological issues. Research Papers in Education, 33(4) [Guest Editor, Special Issue]

Smidt, W. (Ed.) (2017). Contemporary issues in early childhood education in Germany. London: Routledge. [Special Issue as Books].

Smidt, W. (Ed.) (2016). Contemporary issues in early childhood education in Germany. Early Child Development and Care, 186(1) [Guest Editor, Special Issue].

Smidt, W. (2012). Zielkindbezogene pädagogische Qualität im Kindergarten. Eine empirisch-quantitative Studie [Target child-related educational quality in preschool. A quantitative study]. Münster: Waxmann.

 

Journal Articles (Peer Review, *included in the Social Sciences Citation Index)

*Schmidt, Th. & Smidt, W. (in press). Selbstbildung, Ko-Konstruktion oder Instruktion? Orientierungen von Erzieherinnen und Kindheitspädagoginnen zur Förderung von Kindern im Kindergarten [Self-education, co-construction or instruction? Orientations of educators and childhood pedagogues to educate children in preschools]. Zeitschrift für Pädagogik.

*Smidt, W. & Embacher, E.-M. (in press). How do activity settings, preschool teachers’ activities, and children’s activities relate to the quality of children’s interactions in preschool? Findings from Austria. European Early Childhood Education Research Journal.

Smidt, W., Embacher, E.-M. & Kluczniok, K. (2020). Gleich oder anders? Geschlechtsspezifische Befunde zur kindlichen Interaktions-qualität im Kindergarten in Österreich. [Same or different? Gender-specific findings on children’s interaction quality in preschools in Austria]. Diskurs Kindheits- und Jugendforschung, 14(1), 21-37. https://doi.org/10.3224/diskurs.v15i1.03

*Luplow, N. & Smidt, W. (2019). Bedeutung von elterlicher Unterstützung im häuslichen Kontext für den Schulerfolg am Ende der Grundschule [The relevance of parental support at home for educational success at the end of elementary school in Germany]. Zeitschrift für Erziehungswissenschaft, 22(1) 153-180. https://doi.org/10.1007/s11618-018-0827-x

*Lehrl, S. & Smidt, W. (2018). Differential effects of preschool quality on children’s emergent literacy skills during preschool in Germany. Research Papers in Education, 33(4), 492-514. http://dx.doi.org/10.1080/02671522.2017.1362718

Schmidt, Th., Smidt, W., Kluczniok, K. & Riedmeier, M. (2018). Interaktionsqualität in Kindertageseinrichtungen – Eine vergleichende Betrachtung standardisierter gruppen- und zielkindbezogener Erhebungsverfahren [Interaction quality in preschools – A comparative consideration of standardized instruments on classlevel and target-child-level]. Diskurs Kindheits- und Jugendforschung, 13(4), 459-476. https://doi.org/10.3224/diskurs.v13i4.06

*Schmidt, Th., Smidt, W. & Roux, S. (2018). What do pedagogues in daycare do? Empirical analyses of the occupational activities of pedagogues in children’s daycare centres in Germany. European Early Childhood Education Research Journal, 26(3), 446-460. http://dx.doi.org/10.1080/1350293X.2018.1463910

*Smidt, W., Kammermeyer, G., Roux, S., Theisen, Ch. & Weber, Ch. (2018). Career success of preschool teachers – The significance of the Big Five personality traits, locus of control, and occupational self-efficacy. Early Child Development and Care, 188(10), 1340-1353. http://dx.doi.org/10.1080/03004430.2017.1314275

*Smidt, W. (2018). Early Childhood Education and Care in Austria: Challenges and Education Policies. Early Child Development and Care, 188(5), 624-633. http://dx.doi.org/10.1080/03004430.2017.1403431

*Smidt, W., Burkhardt, L., Endler, V., Kraft, S. & Koch, B. (2017). Professionalisierung des pädagogischen Personals in Kindertageseinrichtungen in Österreich – Modelle, Befunde, Desiderate [Professionalization of educational staff in day care centers in Austria – models, findings, desiderata]. Zeitschrift für Pädagogik, 62(3), 121-138.

*Hachfeld, A., Anders, Y., Kuger, S. & Smidt, W. (2016). Triggering parental involvement for parents of different language backgrounds: the role of types of partnership activities and preschool characteristics. Early Child Development and Care, 186(1), 190-211. http://dx.doi.org/10.1080/03004430.2015.1007370

Koch, B. & Smidt, W. (2016). Für eine geschlechtsneutrale Interpretation von Professionalität in der Elementarpädagogik [For a gender neutral interpretation of professionalization in early childhood education]. Zeitschrift für Sozialpädagogik, 14(2), 155-165. ISSN: 1610-2339

*Smidt, W. (2016). Occupational activities of nonacademic and academic pedagogues working in the field of childhood education - an Investigation of differences and predictor variables. Early Child Development and Care, 186(1), 2-22. http://dx.doi.org/10.1080/03004430.2015.1005613

*Smidt, W. & Rossbach, H.-G. (2016). Educational process quality in preschools at the individual child level: Findings from a German study. Early Child Development and Care, 186(1), 78-95. http://dx.doi.org/10.1080/03004430.2014.913585

Fuchs-Rechlin, K., Göddeke, L., Smidt, W., & Theisen, C. (2015). Wunscharbeitsfeld „Kindertageseinrichtung“ – Welche Absolventinnen und Absolventen früh- und kindheitspädagogischer Ausbildungs- und Studiengänge präferieren das Arbeitsfeld der Kindertageseinrichtung? [Which graduates of vocational childcare training and bachelor courses prefer working in day-care facilities?].Frühe Bildung, 4(1), 33-45. https://doi.org/10.1026/2191-9186/a000160

Fuchs-Rechlin, K. & Smidt, W. (2015). Personalstruktur und Beschäftigungsbedingungen in Kindertageseinrichtungen - Implikationen für die Prozessqualität [Personnel structure and employment conditions in preschool education – implications for process quality]. Frühe Bildung, 4(2), 63-70. https://doi.org/10.1026/2191-9186/a000200

Schmidt, T. & Smidt, W. (2015). Wie werden Kinder im Kindergarten am besten gefördert? Orientierungen frühpädagogischer Fachkräfte im Spannungsfeld zwischen Selbstbildung und Instruktion [The promotion of children in kindergarten. Beliefs of early childhood professionals concerning self-education and instruction]. Empirische Pädagogik, 29(3), 393-414.

*Smidt, W. (2015). Big Five personality traits as predictors of the academic success of university and college students in early childhood education. Journal of Education for Teaching, 41(4), 385-403. http://dx.doi.org/10.1080/02607476.2015.1080419

*Smidt, W., Kammermeyer, G. & Roux, S. (2015). Relations between the Big Five personality traits of prospective early childhood pedagogues and their beliefs about the education of preschool children: Evidence from a German study. Learning and Individual Differences, 37(1), 96-106. https://doi.org/10.1016/j.lindif.2014.11.002

*Smidt, W. & Roux, S. (2015). How extraverted, open, agreeable, conscientious, and neurotic are prospective early childhood pedagogues? A comparison with the German Socio-Economic Panel. Early Child Development and Care, 185(5), 766-778. http://dx.doi.org/10.1080/03004430.2014.957691

*Lehrl, S., Smidt, W., Grosse, Ch. & Richter, D. (2014). Patterns of literacy and numeracy activities in preschool and their relation to structural characteristics and children’s home activities. Research Papers in Education, 29(5), 577-597. http://dx.doi.org/10.1080/02671522.2013.792865

Smidt, W., Lehrl, S., Anders, Y., Pohlmann-Rother, S. & Kluczniok, K. (2012). Emergent literacy activities in the final preschool year in the German federal states of Bavaria and Hesse. Early Years - An International Journal of Research and Development, 32(3), 301-312. http://dx.doi.org/10.1080/09575146.2011.642851

*Kuger, S., Kluczniok, K., Sechtig, J. & Smidt, W. (2011). Gender im Kindergarten. Empirische Datenlage zu Unterschieden zwischen Mädchen und Jungen [Gender in Kindergarten–Empirical data on differences between girls and boys]. Zeitschrift für Pädagogik, 57(2), 269-288.



Main Research Areas

Professionalization in early childhood education

Leadership in early childhood education

Academic success and career success of early childhood pedagogues

Personality traits of early childhood pedagogues

Educational quality in preschool and family

Early Literacy in early childhood education

 

Research Projects

10/2018 – 09/2020: Principal investigator of the project „Quality of Children´s Interactions in Preschool“ (funded by the Austrian
                                   Science Fund, FWF, https://pf.fwf.ac.at/en/research-in-practice/project-finder/41723)

09/2018 – 08/2021: Principal investigator of the project „Leitungsqualität in Kindertageseinrichtungen [Quality of Leadership in
                                   Preschools]” (together with Dr. Thilo Schmidt, University of Koblenz-Landau; funded by the Federal Ministry
                                   of Education and Research, BMBF, Germany)

10/2017 – 06/2018: Principal investigator of the project „Qualitätsindikatoren von Waldkinderbetreuungseinrichtungen in Tirol
                                   [Quality Indicators of Forest Day Care Centers in Tyrol]” (funded by the Federal State of Tyrol and the Vice
                                   Rectorate for Research at the University of Innsbruck)

2013 – 2015:            Participating scientist of the project „Teaching and Learning Processes” (funded by the German Research
                                   Foundation, DFG, http://gepris.dfg.de/gepris/person/230656202)

  

Lectures

General Pedagogy

Early Childhood Education

Professionalization

Educational Quality

Research Methods

 

Functions in Scientific Journals

Editorial Board: Early Child Development and Care, Human Studies. Series of “Pedagogy", International Journal of Early Years Education, Frühe Bildung

International Advisory Board: Research Papers in Education

Guest Editor: Early Child Development and Care, Research Papers in Education

 

Reviewer for Scientific Journals

British Educational Research Journal

Child: Care, Health & Development

Diaspora, Indigenous, and Minority Education

Early Child Development and Care

Educational Sciences: Theory & Practice

Education Inquiry

European Sociological Review

European Early Childhood Education Research Journal

International Journal of Child Care and Education Policy

International Journal of Early Years Education

Journal of Education for Teaching

Journal for Educational Research Online

Journal of Community and Applied Social Psychology

Research Papers in Education

Teacher Education Quarterly

Teaching and Teacher Education


  

Member of Scientific Organizations

Board member of the commission Early Childhood Education (PdfK) in the German Educational Research Association (DGfE)

Austrian Association of Research and Development in Education (ÖFEB)

European Association for Research on Learning and Instruction (EARLI)

European Early Childhood Education Research Association (EECERA)

 

 

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