Kindergarten teachers’ experiences of the 2019 revised Nuri curriculum: Focusing on low experienced teachers

2021 ◽  
Vol 23 (4) ◽  
pp. 185-210
Author(s):  
Hyun-jin Park ◽  
Yijeong Kwon
Keyword(s):  
Kindergarten Teachers ◽  
Experienced Teachers ◽  
Teachers Experiences

scholarly journals “Trapped in the reform”: Kindergarten teachers’ experiences of teacher professionalisation in Buleleng, Indonesia

2017 ◽  
Vol 16 (1) ◽  
pp. 66-79 ◽  
Author(s):  
Hani Yulindrasari ◽  
Putu Rahayu Ujianti
Keyword(s):  
Group Discussion ◽  
General Information ◽  
Kindergarten Teachers ◽  
Childhood Education ◽  
Playing Field ◽  
Professional Experiences ◽  
Teacher Reform ◽  
Teachers Experiences ◽  
Personal Experiences ◽  
Depth Interviews

Indonesia has been conducting a teacher reform program since 2005. Teachers’ low status and the crisis of student achievement are the rationales of this reform. This paper investigates the implications of Indonesian neo-liberal teacher reform on kindergarten teachers’ professional experiences and practices. The research was conducted in Buleleng regency, the northern part of Bali Province, Indonesia. This research used focus group discussion to obtain general information about teacher reform/professionalisation in the Buleleng regency. In-depth interviews were conducted to gather richer information about teachers’ personal experiences of professionalisation. Drawing from Osgood’s deconstruction of professionalism in early childhood education (ECE), this paper argues that the teacher reform policies have failed to recognise the uniqueness of ECE teaching practices, which are centred on emotion and care. The reform has also overlooked the disadvantaged conditions and unequal playing field of kindergarten teachers in the professionalisation process. Thus, despite the improvement of teachers’ individual welfare, the “regulatory gaze” of teacher reform policies poses a subtle threat to kindergarten teachers’ professional identities.

scholarly journals THE TEACHERS’ KNOWLEDGE ABOUT NEW PRESCHOOL CURRICULUM

2021 ◽  
Vol 6 (38) ◽  
pp. 01-12
Author(s):  
Abdul Halim Masnan ◽  
Muhammad Haziq Mohd Sharif ◽  
Masayu Dzainuddin ◽  
Hafsah Taha ◽  
Mohd Mokhzani Ibrahim ◽  
...  
Keyword(s):  
Professional Development ◽  
Private Sector ◽  
Kindergarten Teachers ◽  
Experienced Teachers ◽  
Good Knowledge ◽  
Years Of Experience ◽  
Ministry Of Education ◽  
Preschool Curriculum ◽  
Level Of Knowledge ◽  
High Level

The new preschool curriculum in Malaysia is known as the National Preschool Standard-Based Curriculum (NPSC) (Revised 2017) requires knowledgeable, well-skilled and more experienced teachers in its implementation. This study aimed to identify the teachers’ level of knowledge about the new preschool curriculum from the private sector. A total of 269 private kindergarten teachers in a Selangor district were randomly selected as respondents. They were asked to respond to the questionnaire and the data collected were then analysed descriptively. Overall findings showed that the majority of those private kindergarten teachers had a High Level of knowledge about the new preschool curriculum. The demographic details also revealed that the majority of private kindergarten teachers had more years of experience, but half of them did not have any professional qualifications and not involved in professional development. In conclusion, these findings explained that though half of the private kindergarten teachers do not meet the professional criteria, they have good knowledge of NPSC (Revised 2017). This study has suggested that further research relating to the preschool curriculum is needed and provides supportive information to the Ministry of Education (MOE) and local private kindergartens.

scholarly journals Wow! They really like celeriac! Kindergarten teachers' experiences of an intervention to increase 1-year-olds’ acceptance of vegetables

Appetite ◽  
2021 ◽  
pp. 105581
Author(s):  
Sissel H. Helland ◽  
Nina C. Øverby ◽  
Eli Anne Myrvoll Blomkvist ◽  
Elisabet R. Hillesund ◽  
Sofia Strömmer ◽  
...  
Keyword(s):  
Kindergarten Teachers ◽  
Teachers Experiences

scholarly journals A Qualitative Analysis of the Support and Conflicts of the Novice-Expert School Teachers

2021 ◽  
Vol VI (I) ◽  
pp. 39-47
Author(s):  
Nazia Noor ◽  
Syed Abdul Waheed ◽  
Nadia Gilani
Keyword(s):  
Public Schools ◽  
Novice Teachers ◽  
Experienced Teachers ◽  
Mutual Understanding ◽  
Mutual Support ◽  
School Teachers ◽  
Self Confidence ◽  
Teachers Experiences ◽  
Private And Public ◽  
Insight Into

Novice-expert school teachers' conflicts and support significantly contribute to the working relationship, teaching performance and retention. The present study aims to phenomenologically analyze novice-expert school teachers' experiences of mutual support and conflicts and how it helps their professional development. Seven expert and seven novice teachers were purposively selected from private and public schools from a district located in Punjab, Pakistan, who were interviewed to gain an insight into the phenomenon. The collected data were transcribed and analyzed employing thematic analysis guided by the selected qualitative approach. It was revealed from the themes and sub-themes that novice teachers get support from the expert teachers, and they developed self-confidence and techniques to manage a classroom, solve students' problems and adjust themselves in the school successfully. The study implies that the conflicts between novice and experienced teachers can be resolved through promoting mutual understanding, cooperation, and communication.

Sign in / Sign up

Export Citation Format

Share Document