From theory to practice: Constructivist learning practices among Jordanian kindergarten teachers

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Ebtesam Qassim Rababah
https://orcid.org/0000-0002-9812-0734

Abstract

The fundamental principle of “constructivist education” is that learning takes place when the learner enthusiastically participates in a process of “knowledge construction”. This study is aimed at exploring kindergarten teachers’ constructivist learning practices in Jordan. The participants of the study consisted of 60 kindergarten teachers; 30 kindergarten teachers taught kindergarten children in public schools and 30 kindergarten teachers taught kindergarten children in private schools in Irbid city of Jordan during the 2018–2019 school year. The study utilised a descriptive quantitative design, with an observation of Jordanian kindergarten teachers to gather data on the constructivist learning practices among Jordanian kindergarten teachers. The researcher designed an observation instrument that consisted of 35 items to collect data about constructivist learning practices. The findings revealed that the constructivist learning practices of kindergarten teachers were not developed to a high level of practice, but they achieved a moderate and low degree. Moreover, the researcher found that there are no “statistically significant” differences at (α≤ 0.05) among the sampled Jordanian kindergarten teachers’ implementation of constructivist learning practices based on experience, and their academic qualifications. However, kindergarten teachers utilised constructivist teaching practices in public schools more than in private schools. Professional workshops regarding constructivist learning practices among Jordanian kindergarten teachers are recommended.


 


Keywords: Instructional practices, kindergarten teachers, constructivist learning, Jordan.

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How to Cite
Rababah, E. Q. . (2021). From theory to practice: Constructivist learning practices among Jordanian kindergarten teachers. Cypriot Journal of Educational Sciences, 16(2), 612–626. https://doi.org/10.18844/cjes.v16i2.5639
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