出版社：The International Institute for Science, Technology and Education (IISTE)
摘要：Indigenous story-based pedagogy in early childhood education plays a significant role in knowledge construction as situated in the cultural ecosystem of learners. The study assessed early childhood educators' challenges in incorporating indigenous story-based pedagogy in the Bongo District of Ghana. The research employed a qualitative study approach. Research participants were chosen through a purposive and convenient sampling strategies to provide information for the study. Forty (40) participants of early childhood educators and headteachers were interviewed using an interview guide with questions framed from the research questions to elicit qualitative data from them. The approach was triangulated by observing educators' work in the classroom and views from key informants from the Bongo education directorate. Key findings of the research emerged that early childhood educators demonstrate inadequate knowledge of indigenous story-based pedagogy in the classroom. Insufficient skills in creative pedagogy using indigenous stories, negative attitude towards early childhood education, and indigenous stories as a tool for teaching. Others are inadequate related teaching and learning resources (TLRs), ineffective policy implementation of the KG curriculum, and the general concentration on Eurocentric-based curriculum and pedagogic approaches. Therefore, the study recommends revising training content and context for educators to incorporate indigenous based-stories in the classroom, in-service training for educators on the field on the policy. Framing training modules for educators should depict the local knowledge systems and ensure effective implementation of policies and curricula. School authorities should strengthen school-community relations and the need for educators to develop a positive attitude towards the pedagogy of indigenous knowledge systems.
