Competencies and professional development needs of kindergarten teachers
Abstract
The study identified the level of competencies and the extent of professional development needs of kindergarten teachers in the Sultan Kudarat Division, during the school year 2019 - 2020. The study employed a descriptive method. The study involved 54 kindergarten teachers in the division in accomplishing the 12-item self-assessment instrument. Data were analyzed using descriptive statistics. The results revealed that kindergarten teachers have a high level of competencies in content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, and assessment and reporting. These indicate that they possess almost all of the competencies of efficient teachers. Results further revealed a very high extent of professional needs in content knowledge and pedagogy and the learning environment and diversity of learners, while they had a high extent of professional needs in the remaining domains. Since they reported very high priorities in content knowledge and pedagogy and the learning environment and diversity of learners, these areas would be the main considerations in the crafting of a professional development plan.
References
Ajani, O. A., Govender, S. & Maluleke, N. (2018). Teachers’ In-Service Professional Development: Gateway to Improved Classroom Practices in Nigerian Schools. Journal of Gender, Information, and Development in Africa, 7(3), 21–40. Retrieved from https://bit.ly/36AOUcB
Al-malki, M. A. & Weir, K. (2014). A Comparative Analysis between the Assessment Criteria Used to Assess Graduating Teachers at Rustaq College (Oman) and Griffith University (Australia) During the Teaching Practicum. Australian Journal of Teacher Education, 39 (12), 27–42. Retrieved from https://bit.ly/2M6kQwi
Allan, M. R. (2008). Qualitative Study of Kindergarten School Readiness and Personal and Social Development. Richmond, Virginia: Virginia Polytechnic Institute and State University.
Amirul, N. J., Ahmad, C. N. C., Yahya, A., Abdullah, M. F. N. L., Adnan, M. & Noh, N. M. (2013). The physical classroom learning environment (Sultan Idris Education University). Retrieved from https://bit.ly/3eukFXL
Avidov-ungar, O. (2018). A model of professional development: teachers’ perceptions of their professional development. Teachers and Teaching, 22:6 (March 2016), 653–669. Retrieved from https://doi.org/10.1080/13540602.2016.1158955
Board on Children, Youth, and F. (2015). Child Development and Early Learning: A Foundation for Professional Knowledge and Competencies. Retrieved from httpswww.nap. eduresource19401 ProfKnowCompFINAL.pdf
Chaudhary, G. K. (2015). Factors affecting curriculum implementation for students. International Journal of Applied Research, 1(12), 984–986. Retrieved from https://bit.ly/3hkC32m
Curriculum Development Council. (2017). Kindergarten Education Curriculum Guide Joyful Learning through PLay Balanced Development All the Way. Retrieved from https://www.edb.gov.hkattachmentencurriculum-developmentmajor-level-ofedupreprimaryENG_KGECG_2017.pdf
Dayal, H. C.& Lingam, G. I. (2015). Fijian Teachers’ Conceptions of Assessment Fijian Teachers’ Conceptions of Assessment. Australian Journal of Teacher Education, 40(8), 42–58.
Department of Education-Teacher Education Council. (2017). Philippine Professional Standards for Teachers. Retrieved from https://en.wikipedia.org/wiki/President_Quirino,_Sultan_Kudarat
Department of Education (2016). DO 35 s, 2016 - The Learning Action Cell as a K to 12 Basic Education Program School-Based Continuing Professional Development of Teaching and Learning.
Elliot, P. (2019). Practice What We Teach: Using the TPACK Framework to Connect Professional Development and Academic Programs and Processes. College and University, 93(4), 16–24. Retrieved from https://www.aacrao.orgdocsdefault-sourcec-u-.pdfscuj9304-web.pdfsfvrsn=94408324_2
Evens, M., Elen, J.& Depaepe, F. (2015). Developing Pedagogical Content Knowledge : Lessons Learned from Intervention Studies. Education Research International, 2015(1), 23. Retrieved from http://downloads.hindawi.comjournalsedri2015790417.pdf
Ghavifekr, S.& Rosdy, W. A. W. (2015). Teaching and Learning with Technology : Effectiveness of ICT Integration in Schools Teaching and Learning with Technology : Effectiveness of ICT Integration in Schools. International Journal of Research in Education and Science, 1(2), 175–191. Retrieved from httpsfiles.eric.ed.govfulltextEJ1105224.pdf
Gonzales, R. D.& Callueng, C. M. (2008). Classroom Assessment Practices of Filipino Teachers: Measurement and Impact of Professional Development. Essentials on Counseling and Education, 220–243.
Guskey, T. R. (2013). Does It Make a Difference ? Evaluating Professional Development. ASCD, 59(6), 45– 51. Retrieved from https://pdo.ascd.org LMSCoursesPD 13OC010MmediaLeading_ Prof_Learning_ M6_Reading1.pdf
Hailaya, W. M. (2014). Teacher Assessment Literacy and Student Outcomes in the Province of Tawi-Tawi, Philippines (University of Adelaide). Retrieved from https://digital.library.adelaide.edu.audspacebitstream244099098202whole.pdf
Ho, C. L. (n.d.). Continuing Professional Development. Retrieved from https://www.childcarelink.gov.sg/ccls/uploads/CPD_Guide_5_FA.pdf
Jelas, Z. M. (2010). Learner Diversity and Inclusive Education: A New Paradigm for Teacher Education in Malaysia. Procedia Social and Behavioral Sciences, 7(2), 201–204. https://doi.org/10.1016/j.sbspro.2010.10.028
Kwaku, D., Mensah, D. & Jonathan, A. W. (2016). Teacher Professional Development: Keys to Basis School Teachers’ Curriculum Practice Success in Ghana. British Journal of Education, 4(4), 29–37. Retrieved from http://www.eajournals.orgwp-contentuploadsTeacher-Professional-Development1.pdf
Lee, Y. (2011). Enhancing pedagogical content knowledge in a collaborative school-based professional development program for inquiry-based science teaching. Asia-Pacific Forum on Science Learning and Teaching, 12(2), 1–29. Retrieved from https://www.eduhk.hkapfsltdownloadv12_issue2_filesleeyc.pdf
Lucenario, J. L. S., Yangco, R. T., Punzalan, A. E. & Espinosa, A. A. (2016). Pedagogical Content Knowledge-Guided Lesson Study : Effects on Teacher Competence and Students ’ Achievement in Chemistry. Hindawi Publishing Corporation Education Research International, 2016. Retrieved from http://downloads.hindawi.comjournalsedri20166068930.pdf
Malik, R. H.& Rizvi, A.A. (2018). Effect of Classroom Learning Environment on Students ’ Academic Achievement in Mathematics at Secondary Level. Bulletin of Education and Research, 40(2), 207–218. Retrieved from https://files.eric.ed.govfulltextEJ1209817.pdf
Margarita, M.& Ancheita, G. (2005). The Impact of the Learning Environment on a Child’s Behavior. Retrieved from https://ufdcimages.uflib.ufl.eduUFE001138700001garcia_m.pdf
Mertler, C. A. (2003). Preservice Versus Inservice Teachers’ Assessment Literacy: Does Classroom Experience Make a Difference? Mid- Western Educational Research Association, 10(00). Retrieved from https://www.researchgate.netpublication329815072_Teachers_Competence_in_the_Educational_Assessme nt_of_Students_The_Case_of_Secondary_School_Teachers_in_the
Mizell, H. (2010). Why Professional Development Matters (V. von Frank, Ed.). Retrieved from www.learningforward.org/advancing/whypdmatters.cfm
Morrison, K. (2019). Perceptions of the Impact of Quality Professional Development on the Sustainability of a one-to-one Computing Initiative at the High School Level. i-manager's Journal on School Educational Technology, 14(4), 17–37. Retrieved from https://doi.org/https://doi.org/10.26634/jsch.14.4.16039
Nghihalwa, I. N. (2018). Teachers’ Involvement in the Planning and Development of National Curriculum for Basic Education in Namibia (University of Eastern Finland). Retrieved from http://epublications.uef.fipuburn_nbn_fi_uef-20181250urn_nbn_fi_uef-20181250.pdf
Nicholas, M. (2015). Student Knowledge : Curriculum, Asssessment, and Reporting. Journal of Educational Enquiry, 14(December), 1–16. Retrieved from https://www.researchgate.netpublication285458427_Student_Knowledge_Curriculum_Assessment_and_Re porting
Opfer, V. D.& Pedder, D. (2011). The lost promise of teacher professional development in England. European Journal of Teacher Education, 34(1), 3–24. Retrieved from https://doi.org/10.1080/02619768.2010.534131
Organization for Economic Co-Operation and Development. (2009). Creating Effective Teaching and Learning Environments: First Results from TALIS. Retrieved from http://www.oecd.org/education/school/50456114.pdf
Özerem, A.& Akkoyunlu, B. (2015). Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement. Eurasian Journal of Educational Research, (61), 61–80. https://doi.org/http://dx.doi.org/10.14689/ejer.2015.61.4
Pang, N. S.& Leung, Z. L. (2011). for Learning in Early Childhood Education in Hong Kong. Educational Research Journal, 26(2), 199–222. Retrieved from httpciteseerx.ist.psu.eduviewdocdownloaddoi=10.1.1.1009.4892&rep=rep1&type=pdf
Patankar, P. S. & Jadhav, M. S. (2013). Role of Teachers’ in Curriculum Development for Teacher Role of Teachers’ in Curriculum Development for Teacher Education (Shivaji University, Kolhapur). Retrieved from https://www.researchgate.net/publication/258023165%0AROLE
Philippine National Research Center for Teacher Quality. (2017). Philippine Professional Standards for Teachers.
Possi, M. K. & Milinga, J. R. (2017). Learner Diversity in Inclusive Classrooms : The Interplay of Language of Instruction, Gender, and Disability. Malaysian Online Journal of Educational Sciences, 5(3), 28–45. Retrieved from https://files.eric.ed.govfulltextEJ1150435.pdf
In submitting the manuscript to the International Journal on Integrated Education (IJIE), the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with International Journal on Integrated Education (IJIE) agree to the following terms:
- Authors retain copyright and grant the International Journal on Integrated Education (IJIE) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the International Journal on Integrated Education (IJIE) published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
