Owusu, Kennedy and Koomson, Eric and Gyapong, Mark and Kyere, Eunice A. and Kwarteng, M. Geoffrey (2022) Pedagogical Content Knowledge of Early Childhood Education Pre-Service Teachers in Teaching Psychosocial Skills Across the Kindergarten Curriculum In The Volta Region, Ghana. International Journal of Education, Learning and Development, 10 (12). pp. 19-33. ISSN 2054-6297(Print), 2054-6300 (Online)
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Abstract
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 attention has been given to psychosocial skills of the kindergarten curriculum during the preparation of pre-service teachers. Pre-service teachers also had enough knowledge in the use of observation and conversation among others. A thorough examination of the kindergarten curriculum by pre-service teachers during supported teaching in schools and macro teaching practice before getting into the teaching field was recommended.
| Item Type: | Article |
|---|---|
| Subjects: | L Education > L Education (General) |
| Depositing User: | Professor Mark T. Owen |
| Date Deposited: | 13 Dec 2022 16:48 |
| Last Modified: | 13 Dec 2022 16:48 |
| URI: | https://tudr.org/id/eprint/1296 |
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