How to Improve the Quality of Teacher–Child Interaction? A Teacher-Level Randomized Controlled Trial in Shanghai

Purpose This research aimed to determine the impact of the Kindergarten-Based Instructional Research Model (KIRM) to promote the quality of teacher–child interaction (KIRM-TCI), a professional development training intervention focused on improving the quality of teacher–student interaction. Design/Approach/Methods The study used a teacher-level randomized controlled trial. Fifty-one pre-K teachers across four kindergartens were randomly assigned to either the KIRM-TCI condition—integrating CLASS (Classroom Assessment Scoring System) competencies with structured peer dialogue and practitioner inquiry—or a control group. Blinded observers conducted CLASS assessments before and after the intervention. Findings Within the scope of the research, it was indicated that the project had a positive effect on the quality of emotional and instructional support in teacher–child interactions (TCIs). The findings substantiate KIRM-TCI's efficacy in improving interactions, attributable to its synergistic integration of evidence-based practice with reflective professional development. Originality/Value The experimental approach empowers theoretical contributions, offering concrete evidence to inform both the refinement of the KIRM framework and broader discussions about transformative approaches to teacher professional learning.