Pedagogical Knowledge and Skill Competences of Pre-School Teachers in Ibadan Metropolis, Oyo State, Nigeria (original) (raw)
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international journal of Education, Learning and Development
The purpose of this study was to examine pre-service early childhood educators pedagogical content knowledge in teaching psychosocial skills across the kindergarten curriculum in the Volta Region of Ghana. Descriptive survey design was used for the study. A mixed method approach was adopted. Purposive sampling was used to select 4 colleges out of seven colleges in the 18 districts for the study to avoid selecting a college that do not pursue B.ed in early childhood education. Sample of 140 final year pre-service teachers pursuing a degree in early childhood education in colleges in Ghana, who have completed their macro teaching practice programme was employed using census and simple random sampling. Questionnaires were administered after which ten were reselected for the interview session. Data was analysed using means, standard deviation and narratives. The study revealed that pre-service teachers had enough knowledge to achieve two goals of the curriculum and also not much attenti...
Roles of Teachers in the Effective Implementation of Early Childhood Education Curriculum in Nigeria
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Abstract Early childhood education is a key foundation of the Nigerian educational system. Early quality care and education given to a child is a determinant to the level of the child’s physical and cognitive development right into the future. The effective execution of the stated curriculum for the early childhood education as it is clearly stated in the National Policy on Education is questionable. Undoubtedly, quality educators do have a huge part in the operative execution and implementation of the early childhood education curriculum in Nigeria, Teachers are the central code to any curriculum enhancement exertion, and they areas well accountable for presenting the curriculum within the confine of the classroom as well as outside the classroom. The crux of this study therefore, is to critically undersee the teachers as the protagonists in the effective enactment of the early childhood education curriculum in Nigeria. Attaining this main objective of this paper, the summary of early childhood education, as well as the challenges of the implementation of early childhood education curriculum and the roles of teachers in the effective implementation of the early childhood education curriculum were discussed extensively.
Trans Stellar Journals, 2021
The descriptive survey research sought to identify training needs of teachers for the implementation of the preprimary education curriculum in Oshimili North and South of Delta State, Nigeria. The study was guided by seven research questions and seven hypotheses.608 teachers in preprimary sections in the 430 public primary schools in Oshimili North and South made up the population of the study.280 of the teachers formed the sample. Questionnaire instrument was used for data collection. Data collected was analyzed using mean scores and standard deviation to answer the research questions while t-test was used to test the hypotheses at 0.05 significance level. Among others, the major findings show that teachers very highly need to be trained in the use and mastery of the government approved pre-primary school curriculum contents and in the appropriate statement of instructional objectives. They also highly need to be trained in utilizing the play way methods of teaching preschoolers and instructional materials, caring materials and appropriate preschool assessment techniques. They need to be highly trained in the proper presentation of pre-primary school lessons. Also, there is no significant difference in the views of teachers in the urban and rural schools on the training needs of pre-primary school teachers. Based on the findings, it was recommended, among others, that these pre-primary school teachers be retrained and that pre-primary school teachers' preparation should be seriously embarked on by the government as well as quality control by the National, State and LGEA desk officers.
Ibadan Journal of Childhood Development, 2021
Education has been described as an important key to the achievement of a sustainable national development. For a society to achieve a sustainable national development, the quality of its education should be improved and to achieve the educational goals, the quality of teacher education programme, most especially for teachers at the foundation level of education, is a major determinant. Teaching at the early childhood education (Preschool up to lower primary classes) involves a distinctively different model as the expected roles of teachers at this level is different from what obtained at other higher levels of education. Empirical Studies have shown that the quality of learning environment, stimulation activities, children engagement and quality of developmentally appropriate evaluation adopted by teachers at ECE centres is so low and generates questions about the programme that prepare the teachers. Hence, this paper attempts to examine the existing ECE teacher education programme in line with the expected nature and roles of ECE teachers and show the need for a different teacher education programme for early childhood education. It was concluded that teaching, most especially at ECE level has moved beyond classroom conversation which only takes place from teacher to pupils, teaching in the new century involves much more as teachers are expected to first prepare the mind of the learners and ensure that learning will take place. Therefore ECE teacher preparation must be fortified to produce quality teachers who can do the child development at ECE learning environment.
Asia-Pacific Journal Of Research In Early Childhood Education
The study sought to assess Early Childhood Education Pre-service Teachers' Pedagogical Content Knowledge in Teaching Psychosocial skills across the kindergarten curriculum in Ghana. A mixed method approach was used. The study comprised 123 conveniently selected regular final year preservice teachers pursuing a degree in early childhood education in a public university in Ghana, who have completed their internship programme. Questionnaires were administered after which five students were selected for a focused group discussion. Data were analysed using means, standard deviation and narratives. The study showed that Pre-service teachers had enough knowledge in achieving two goals of the KG curriculum and were also more familiar with the use of fieldtrips and demonstration. They also had enough knowledge in the use of observation and conversation among others. A thorough examination of the KG curriculum by pre-service teachers during pre and post internship was recommended.
East African Journal of Education Studies
The major intention of this study was to assess the perception of college administrators on the extent to which Teacher-educators exhibit the required pedagogical Skills to be emulated by their trainees to the expectations of the Ministry of Education and Sports in Uganda. The authors of this paper were motivated by the notion that Teacher-educators ought to exhibit desirable pedagogical Skills as a mentorship strategy to their trainees. There is a persistent public outcry about the pseudo-trained graduates from Primary Teachers’ Colleges (PTCs) in Uganda. The objectives of this study were threefold, namely: (1) identify the pedagogical Skills stipulated in the ECE curriculum for teacher trainees in PTCs; (2) establish the extent to which teacher-educators facilitate their trainees to acquire the required pedagogical Skills in the ECE curriculum; and (3) find out the challenges associated with Teacher-educators’ competencies to exhibit pedagogical Skills in PTCs in Eastern Uganda. A...
Early Childhood Teacher's Pedagogical Competence
Proceedings of the 2nd International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2022, 21-22 October 2022, Ruteng, Flores, Indonesia
The safety activity learning model has been widely applied at the early childhood education level, but the practice in the classroom is not based on these learning stages. Efforts to explore the implementation of safety activities need to be done to provide useful information for practitioners and related parties. This qualitative descriptive research identifies data through an interview mechanism supported by observation and document study. The collected data is then analyzed using several stages, namely: data collection, data reduction, data display, and conclusion drawing. Based on the results of the study, it can be concluded that the teachers at PAUD Mutiara Hati Bola consist of 4 non-PAUD S1 teachers and 1 high school graduate teacher. The professionalism of Mutiara Hati Bola Manggarai Indonesia PAUD teachers in terms of their pedagogical competence needs to be supported by their ability to make learning tools, carry out learning, create learning media, and manage the results of learning assessments.
Research Journal in Advanced Social Sciences
The study examined the impact of early childhood educators’ pedagogical content knowledge on early graders academic success in the Sissala East Municipal. The target population for the research included all early childhood educators in the Sissala East Municipal in the Upper West Region of Ghana. This research employed multiple sampling techniques, which include: purposive, simple random, criterion sampling and lottery sampling techniques. The researcher selected all early childhood educators using purposive sampling. The total sample for the study was 164 early childhood educators. Self-developed questionnaire, interview guides and observation checklist were used for data collection. The quantitative data analysis was done using the Statistical Package for Social Sciences (SPSS) software version 20. The study revealed that majority of the respondents agreed that the pedagogical content knowledge of teachers and teachers’ teaching-learning strategies significantly enhanced the perfo...
Activities at Early Childhood Centers in Ghana: Observations of Early Childhood Teacher-Trainees
This study looked at activities at early childhood education centers in Ghana in the areas of; nature and use of curriculum, environmental conditions, pedagogical practices, and the nature and use of assessment. Using the quantitative research approach, 136 final year early childhood teacher-trainees engaged in teacher-internship practice in the 10 regions of Ghana administered a researcher designed observation checklist to a number of early childhood centers in the country. Findings that emerged were that participants were fairly satisfied with teaching and learning conditions at the different early childhood centers they visited, and that the curriculum used at the centers were relevant, meaningful, and based on learner's prior experiences. The early childhood environment was described as one that enhanced teaching and learning. Pedagogical practices as seen by participants was one that promotes learning, and also assessment tools were described as encouraging and appropriate. Despite this encouraging information presented by participants, shortfalls such as a one-fit-all curriculum, learners not allowed to learn at their own pace, lack of space for private learning at classrooms, as well as lack of parental involvement in evaluating assessment data also emerged in the findings. Based on these, the study provides a number of recommendations of which include the need for flexible curriculum to carry on board all learners, the need for training for educators in the area of manipulating the curriculum to meet individual learner needs, and also a rethink of early childhood classroom architectural design to accommodate the learning needs of all levels of learners.
The research sought to review the curriculum of Early Childhood Education in Ghana: a case in public schools in Ashanti region. The purpose of the study was to improve Kindergarten education in Ghana in terms of curriculum, methodology and supervision. This study therefore adopted descriptive research methods with interview and questionnaire administration to investigate the curriculum delivery in early childhood education in Ghana. Respondents for the study were 30 kindergarten (KG) teachers from 15 selected public KG schools, 12 teacher-trainees, eight teacher educators from a College of Education and five KG coordinators. The study revealed that teachers were not doing curriculum-based teaching. The integrative approach methodology was not being followed due to formal examinations conducted by officers from the Ghana Education Service. This suggests that integrative approach to teaching which is intended to fill a gap in promoting quality teaching and learning in early schooling has not been addressed. It was also established that monitoring and supervision has not been the best since implementation of the Early Childhood Education curriculum. Equity in the provision of logistics for special needs children mentioned in the curriculum has not been implemented. Though mentioned in the curriculum, there was no delivery guide for the KG teacher.