Training kindergarten teachers to implement teaching techniques, structures, and strategies : an action research

Abstract

The qualifications and skill levels of teachers for kindergarten has been raised to a substantially high standard. For this reason, one of the avenues kindergarten teachers can use to enhance their teaching skills is to know how to implement a variety of teaching processes—techniques, structures, and strategies (Green & Henriquez-Green, 2008) in their classroom through the use of a specific research-based training model (Joyce & Showers, 2002). This study is a qualitative action research. It aimed to improve my own teaching practices and training skills. I followed Sagor’s (2000) seven steps of designing an action research to describe the experience of using techniques, structures, and strategies in kindergarten. I observed four kindergarten teachers (one Chinese, one Malaysian, and two Filipinos in an international school) who were purposively selected according to specific criteria to be the participants of the study. The duration of the training was 5 weeks. The data were collected through observations, interviews, lesson plans, the literature review, and teachers’ journals. I was able to adapt the teaching processes to the kindergarten level and train kindergarten teachers to implement these adaptations. As a result, I reflected on my own practice and developed a plan which helped me continue to improve as a trainer and as a teacher in adapting the teaching process to the kindergarten level. The purpose was also to record very carefully the process so that others might learn how to adapt their own practices both in teaching and training others. Improving my training skills; teaching practice; and adaptation to the techniques, structures, and strategies empowers me to become a teacher who can meet the needs of the 21st century students and teachers.