Literaturnachweis - Detailanzeige
Autor/inn/en | Dzamesi, Felicia Elinam; van Heerden, Judy |
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Titel | A Professional Development Programme for Implementing Indigenous Play-Based Pedagogy in Kindergarten Schools in Ghana |
Quelle | In: South African Journal of Education, 40 (2020) 3, Artikel 1793 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Dzamesi, Felicia Elinam) ORCID (van Heerden, Judy) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0256-0100 |
Schlagwörter | Foreign Countries; Faculty Development; Kindergarten; Preschool Teachers; Play; Teaching Methods; Indigenous Knowledge; Indigenous Populations; Culturally Relevant Education; Knowledge Base for Teaching; Teaching Skills; Teacher Attitudes; Program Effectiveness; African Culture; Learning Activities; Workshops; Program Implementation; Ghana Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Sinti und Roma; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrerverhalten; Africa; Culture; Afrika; Kultur; Lernaktivität; Lernwerkstatt; Schulung |
Abstract | In this article we report on the development and implementation of a professional development programme for teachers of the kindergarten curriculum (4-5 year olds) in Ghana. Kindergarten teachers in Ghana have little experience and meagre training in implementing a play-based pedagogy as recommended in the national curriculum. An indigenous play-based kindergarten teacher development programme was developed and successfully used to improve participating teachers' knowledge, skills, attitudes and practices during the first year of its implementation. Data collected through classroom observation, interviews, photographs, participating teachers' reflective journals and an evaluation questionnaire revealed that this programme had a positive impact on classroom practices and learners' active participation in learning. The essential components of the programme are described as a guide for professional teacher development for delivering indigenous play-based pedagogy (IPBP) in early childhood education. (As Provided). |
Anmerkungen | Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2022/1/01 |