A multi-case study of instructional decision-making processes of teachers in kindergarten classrooms within the Cape Coast Metropolis, Ghana

Mumuni Thompson

Abstract
The study contributes to the ongoing debate with respect to the significance of early childhood teachers' instructional decision-making that take in consideration their theoretical knowledge (explicit theories) and practical experiences (implicit theories) and how they impact their instructional decision-making processes in diverse socio-cultural contexts of children. To address this gap in the literature, a qualitative multi-case study into the perceptions and classroom practices of four kindergarten teachers in two Ghanaian schools, Tata and Kariba, was carried out from May to November 2015. One research questions guided the study, namely: What factors and beliefs influence teachers' instructional decision-making in a kindergarten classroom? Data sources used were semi-structured individual interviews and pair-based interviews and field notes of classroom observations. Both within and across case interpretative analysis was used. The study's findings revealed that these teachers' explicit theories and implicit theories of teaching influenced their instructional decision-making processes in kindergarten classrooms. It was recommended that future researchers should explore early childhood teachers' explicit and implicit theories of teaching. It was also recommended kindergarten teachers to appreciate their roles as effective instructional decisions makers towards quality teaching and learning.

Keywords
Preschool; Elementary school; Primary school; Kindergarten classroom; Childhood development.

Resumo
Estudo de caso múltiplo de tomada de decisão de processos instrucionais de professores de jardim de infância em Cape Coast, Gana. O estudo contribui para o debate em curso a respeito da importância da tomada de decisão instrucional de professores da primeira infância que leva em consideração seus conhecimentos teóricos (teorias explícitas) e experiências práticas (teorias implícitas) e como eles impactam seus processos decisórios instrucionais, em diversos contextos socioculturais das crianças. Para resolver esta lacuna na literatura, um estudo qualitativo de caso múltiplo sobre as percepções e práticas de sala de aula de quatro professores de jardim de infância em duas escolas de Gana, Tata e Kariba, foi realizado entre maio e novembro de 2015. Uma pergunta da pesquisa que questionou o estudo foi: quais fatores e crenças influenciam a tomada de decisão instrucional dos professores em uma sala de aula? As fontes de dados utilizadas foram entrevistas individuais semiestruturadas e entrevistas baseadas em pares, bem como notas de campo de observações em sala de aula. Análises interpretativas dentro e entre os casos foram usadas. As descobertas do estudo revelaram que as teorias explícitas desses professores e as teorias implícitas de ensino influenciaram seus processos de decisão instrucional nas salas de aula do jardim de infância. Foi recomendado que futuros pesquisadores explorassem as teorias explícitas e implícitas dos professores da primeira infância sobre o ensino. Também foi recomendado que os professores de jardim de infância apreciassem seus papéis como responsáveis pelas decisões instrucionais eficazes em relação ao ensino e ao aprendizado de qualidade.

Palavras-chave
Pré-escolar; Escola elementar; Escola Primária; Jardim de infância; Desenvolvimento infantil.

DOI
10.21438/rbgas.050902

Texto completo
PDF

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