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How Do the Kindergarten Teachers Behave for In-School Staff Development Utilizing the KJ Method?
behavior of kindergarten teachers
in-school staff development in early childhood education and care
sense of security
The purpose of this study was to examine the behavior of kindergarten teachers during an in-school staff development training program utilizing KJ method. The study focused on the nature of the verbal interaction between individual teachers. The study also examined how kindergarten teachers respond to criticism and comments from their colleague. We elicited feedback from the kindergarten teachers via an interview designed to examine their behavior. The SCAT method of qualitative analysis was used to decode the implicit meanings in the feedback data on a step-by-step basis. The study found that, firstly, kindergarten teachers were not retentive when presenting, asking questions, and giving opinions. This behavior pattern contradicted the social stigma against the offering of one’s opinion and contributed to a sense of security that was conducive to the eliciting of further opinions. Secondly, the kindergarten teachers exhibited behavior that was very accepting of the opinions of others. This behavior extended even to the most-senior and expert kindergarten teachers who were receptive to suggestions and opinions from less-experienced teachers. The results of this study therefore suggest that it is important to create a non-threatening environment and to behave in a receptive manner when aiming at quality improvement within the kindergarten teaching profession.
The Annual of research on early childhood
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Departmental Bulletin Paper
Departmental Bulletin Papers
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Graduate School of Education