Pengetahuan pengajaran dalam kalangan guru prasekolah

The knowledge of teaching among preschool teachers

Abstract

Model pengajaran berkualiti guru mengandungi beberapa elemen yang penting seperti pengetahuan, kemahiran dan sikap pengajaran. Kajian ini bertujuan untuk mengetahui pengetahuan pengajaran dalam kalangan guru prasekolah. Reka bentuk kajian yang digunakan ialah kajian campuran kuantitatif dan kualitatif. Intrumen yang digunakan ialah soal selidik, temu bual berstruktur dan analisis dokumen. Seramai 50 orang guru prasekolah merangkumi 25 orang guru prasekolah dari tadika swasta dan 25 orang guru prasekolah dari tadika kerajaan menjawab soal selidik, dan dua orang guru prasekolah terlibat dalam sesi temu bual. Responden kajian diperoleh menggunakan persampelan rawak bertujuan. Dapatan kajian menunjukkan 56% guru prasekolah memberi penekanan kepada sesuatu kaedah pengajaran, dan 44% guru prasekolah mempelbagaikan kaedah pengajaran untuk membantu kanak-kanak memahami isi pelajaran. Selain itu, guru prasekolah memilih kaedah pengajaran yang sesuai bagi memenuhi keperluan pembelajaran kanak-kanak (56%), dan memenuhi keperluan pembelajaran secara berkumpulan (54%). Kaedah pengajaran yang sesuai digunakan oleh guru prasekolah supaya dapat merangsang dan mengekalkan perhatian kanak-kanak (56%), serta meningkatkan prestasi pencapaian kanak-kanak (60%). Hasil temu bual mendapati pengetahuan guru prasekolah semakin bertambah seiring dengan jangka masa pengalaman mereka menceburi bidang pendidikan awal kanak-kanak. Dari segi analisis dokumen, pengkaji mendapati rancangan pengajaran harian guru prasekolah adalah kemas, menarik dan ringkas. Secara keseluruhannya, guru prasekolah mempunyai pengetahuan pengajaran yang baik, dan  seterusnya dapat memberi impak yang positif dalam pelaksanaan pengajaran dan pembelajaran di prasekolah.

The quality teaching model of teachers contains several important elements such as knowledge, skills and teaching attitudes. This study aimed to gain knowledge of teaching among preschool teachers. The study design used was a quantitative and qualitative mixed study. The instruments used were questionnaires, structured interviews and document analysis. A total of 50 preschool teachers consisted of 25 preschool teachers from private kindergarten and 25 preschool teachers from government kindergarten answering the questionnaire, and two preschool teachers were involved in interview session. The respondents of the study were obtained using random sampling. The findings showed that 56% of preschool teachers emphasized a teaching method, and 44% of preschool teachers used a variety of teaching methods to help children understand the content. In addition, preschool teachers choose appropriate teaching methods to meet the learning needs of children (56%), and to meet the learning needs of group (54%). Appropriate teaching methods were used by preschool teachers to stimulate and maintain children's attention (56%), and to improved children's achievement (60%). The results of the interviews showed that preschool teachers' knowledge were increasing over the course of their experience in early childhood education. In terms of document analysis, researchers had found that preschool teachers' daily lesson plans were neat, interesting and simple. Overall, preschool teachers had a good teaching knowledge, which in turn can gave a positive impact on the implementation of teaching and learning in preschool.