Teachers’ Knowledge And Readiness In Implementing The Science Theme-Based Teaching In Kindergarten
Volume 5 - Issue 11, November 2022 Edition
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Adelfa Emba Cagula
Kindergarten, Science Theme-Based Teaching, Teachers’ Knowledge, Teachers’ Readiness
Early childhood education is considered the first step to formal education and that it needs a thematic and Science Theme-Based teaching approach to develop learning independence among the kindergarten pupils. The 79 kindergarten teachers were assessed in terms of their knowledge and readiness to implement Science Theme-Based teaching in kindergarten. The gained results revealed a significant difference in the kindergarten teachers’ knowledge in terms content and process when they are grouped based on their educational attainment and relevant trainings attended. Moreover, a significant difference is also shown in the teachers’ readiness in implementing the Science Theme-Based teaching in terms of instructional design. The content-knowledge of the kindergarten teachers has a significant relationship with the teachers’ readiness in terms of instructional design and instructional materials, while the process-knowledge of the kindergarten teachers has a significant relationship with the teachers’ readiness in terms of instructional delivery and instructional materials.
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