Abstract:
The use of integration in teaching could be a daunting endeavor for teachers to
conceptualize, whether trained or untrained during the pre-service and in-service,
globally. This study sought to explore how preschool teachers in the Kumasi
Educational Metropolis in Ghana conceive the integrated method as the
recommended tool for the implementation of the standard-based curriculum. The
study, therefore, employed a qualitative case study design within the pragmatic
paradigm to investigate their perceptions about the construct. Four professionally
trained preschool teachers within the educational Metropolis were selected
purposively to participate in the study. Data were gathered through semi-structured
interviews and were analysed thematically, which led to the emergence of five
major themes. The findings suggest the teachers were not completely ignorant of the
integrated method of teaching. Despite their self-perceived limited knowledge, they
conceptualized integration as; the combination of different subjects or topics in
diverse disciplines, without resorting to traditional subject-specific teaching. The use
of the integration led to the acquisition of generic teaching skills in teachers, whilst
holistic understanding and creativity were achieved among the children. Furthermore,
children's and teachers’ daily experiences, and the availability of teaching and
learning resources are the major factors teachers consider when employing integration
in teaching. The setbacks of integration are the teachers, resources, parental, and
leadership challenges. The study concludes that the teachers have limitations and felt
a need for adequate education in integration. Hence sufficient training is
recommended for the in-service and practicing teachers to equip them with the
requisite expertise to discharge their responsibilities efficiently. The implications for
policy formulation, research, practice, and teacher pedagogical development were
discussed
Description:
A dissertation in the Department of Early Childhood,
Faculty of Educational Studies, submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Education
in the University of Education, Winneba
