Early Childhood Education Pre-Service Teachers’ Pedagogical Content Knowledge in Teaching Psychosocial Skills Across the Kindergarten Curriculum in Ghana

George Kankam,Winston Kwame Abroampa
page. 67~86 / 2016 Vol.10 No.1


The study sought to assess Early Childhood Education Pre-service Teachers’ Pedagogical ContentKnowledge in Teaching Psychosocial skills across the kindergarten curriculum in Ghana. A mixedmethod approach was used. The study comprised 123 conveniently selected regular final year preserviceteachers pursuing a degree in early childhood education in a public university in Ghana, whohave completed their internship programme. Questionnaires were administered after which fivestudents were selected for a focused group discussion. Data were analysed using means, standarddeviation and narratives. The study showed that Pre-service teachers had enough knowledge inachieving two goals of the KG curriculum and were also more familiar with the use of fieldtrips anddemonstration. They also had enough knowledge in the use of observation and conversation amongothers. A thorough examination of the KG curriculum by pre-service teachers during pre and postinternship was recommended.

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