Exploring Teachers’ Perceptions and Practices on Teaching Learning Strategies and Learning Materials Used in ECE Classrooms in Gilgit

Abstract

Teachers' perceptions have been shown to influence their teaching
practices (Ashiabi, 2007; Erwin & Delair, 2004). Hence, it is imperative
to explore how ECE teachers' perceptions affect the way they teach and
perceive their students’ learning skills (Yeung, Craven, & Kaur, 2014). This qualitative case study is intended to explore Teachers’ Perceptions and Practices on Teaching-Learning Strategies and Learning Materials used in ECE classrooms in Gilgit. Ten early childhood education teachers
of private schools were selected through purposive sampling. Data was
collected through semi-structured interviews, observations and document
analysis. Findings of the study revealed inconsistencies between ECE
teachers’ perceptions and practices. ECE teachers claimed that they
implement play way as teaching learning strategy and use learning
materials as children actively involved in play. However, mainly teacher directed approach was observed to practice by the participant teachers in their classrooms. Analysis revealed that these discrepancies are due to; lack of practical skills to implement theoretical knowledge, inadequate learning materials, time and space limitations, and pressure from key stake holders. It is therefore recommended that ECE teachers be trained and supported by providing opportunities to improvise their teaching strategies so that they can implement ECE policy with its full essence.