Practical Knowledge of Preschool Teachers: A Case Study

Abstract

This study explored the practical knowledge of the teacher of unit teaching and the teacher of thematic teaching, and the similarities and differences of practical knowledge. This study adopts the case study of qualitative research. The data was conducted by collecting interviews, observing classrooms, and teaching logs. The participants were two preschool teachers, each serving their own preschools. The findings revealed that unit teaching and theme teaching include the four aspects of knowledge on educational goals, knowledge on the curriculum and teaching, knowledge on learners, and knowledge on class management. Both teachers included balanced development of children in their knowledge on educational goals, but their knowledge on the curriculum and teaching, knowledge on learners, and knowledge on class management differed. The “unit teaching” teacher claimed that children are like blank paper and are easily affected by the family. Unit teaching emphasizes prelesson planning and an instructional teaching strategy as well as a clear reward and punishment mechanism and collective action. By contrast, the “thematic teaching” teacher considered children independent individuals with strong curiosity. She emphasized timely adjustment of lesson plans and a guided instruction strategy as well as timely reminders and student autonomy. Based on the research results, it can provide reference for teacher education programs, preschool teachers.