PRACTICE OF KINDERGARTEN TEACHERS IN CONSTRUCTIVIST TEACHING FROM THEIR PERSPECTIVE

Authors

  • Shahad Mahmoud Ali Kadhim College of Education for Women University of Baghdad

Keywords:

Constructivist Teaching, Kindergarten Teachers

Abstract

This study aimed to explore the degree to which kindergarten teachers engage in constructivist teaching, from the teachers' own perspectives. A descriptive methodology was employed. The sample consisted of 100 teachers randomly selected from public kindergartens in Baghdad Province. To achieve the study's goal, the Assaf questionnaire was developed, encompassing four domains: planning, preparation and introduction, classroom interaction, and assessment.
The findings revealed that, according to their own assessments, the kindergarten teachers practiced constructivist teaching to a high degree. The results also indicated no statistically significant differences in the degree of constructivist teaching practice among kindergarten teachers attributed to years of experience. However, statistically significant differences were found based on the educational qualification variable, favouring teachers with a bachelor’s degree. The study recommends that kindergarten curricula include practical examples of lessons based on constructivist theory strategies for educational use.

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Published

2024-08-20

How to Cite

Shahad Mahmoud Ali Kadhim. (2024). PRACTICE OF KINDERGARTEN TEACHERS IN CONSTRUCTIVIST TEACHING FROM THEIR PERSPECTIVE. Intent Research Scientific Journal, 3(8), 87–116. Retrieved from http://intentresearch.org/index.php/irsj/article/view/340

Issue

Vol. 3 No. 8 (2024): IRSJ

Section

Articles

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