Early-grade teachers' pedagogical knowledge in the implementation of the standard-based curriculum in Atwima-Kwawoma District

Abstract

The study aimed at examinexamining earlyearly-grade teachers' pedagogical knowledge in the implementation of the standard standard-based curriculum in AtwimaAtwima-Kwawoma district. The study seeks to identify pedagogical approaches early early-grade teachers adopt to teach learners at early childhood centres using standard standard-based curriculum in the Atwima Atwima- Kwawoma District. The main research question guiding the study is the identify pedagogical approaches a nd skills early early-grade teachers in the Atwima Atwima-Kwawoma District employ in teaching at early childhood centers using the standard standard-based curriculum? The study was guided by 4 major theories namely; constructivist learning theory, diffusion of innovations theor y, top top-down theory, and bottom bottom-up theory. The study adopted positivist philosophical stand. Quantitative research approach and descriptive survey research design were adopted. The target population for the study were teachers in earlyearly-grade schools in the AtwimaAtwima-Kwawoma District. Simple random sampling technique was used to select the 132 early early-grade teachers. This was done using the rand function in Microsoft excel. The study used questionnaire as the main instrument for collecting data on the respondents. The study used descriptive Statistics, such as frequency tables, mean and standard deviations to analyze the obtained data from sampled respondents. The study found that a significant percentage of teachers expressed challenges in understanding the standastandard -base curriculum . There is variability in teachers' ability to explain the standardstandard-base curriculum . The study found that play play-based pedagogy is widely adopted by teachers in the district. Also, it was revealed that inquiry inquiry-based learning approach is also prevalent. Project Project-based learning and technology technology-based learning approaches exhibit more diverse adoption patterns. Again, theme theme-based and activity activity-based learning approaches are widely embraced by teachers. The study also revealed that differentiated i nstruction is less commonly adopted, with a majority of teachers remaining neutral about its use. In line with the third objective, the study found that while the majority of teachers have access to an official standard standard-based curriculum, a significant prop ortion does not. It was also revealed that a concerning number of teachers reported not having books for all their learners, indicating a serious lack of essential learning materials. In line with the fourth objective of the study, the results reveal sever al significant challenges that early early-grade teachers in the Atwima Atwima- Kwawoma District face when implementing the Standard Standard-Based Curriculum. These challenges include a lack of understanding of the curriculum, inadequate teaching materials, large class sizes, i nsufficient training, heavy workloads, student comprehension issues, limited parental involvement, and inadequacy of school facilities. The study recommends that the school authorities and Ministry of Educat Education should increase funding for early early-grade educa tion to address resource constraints, particularly the availability of textbooks and teaching materials.