Teachers’ Knowledge about the Use of Integrated Method of Teaching Preschoolers The Case of Kumasi Metropolis of Ghana

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