Capítulo 3. Análisis
3.2 M, entrevistada por Eric Pineda
3.2.3 Abuso sexual
Part one: General information 1. Year of study
Figure 5.1 shows that there were 103 student-teachers from the second study year in the sample, with 16 of them in level 3 and 87 in level 4.
Figure 5.2 Second year
2. Interest in working with pre-school children
Student-teachers were asked whether they were interested in working with pre-school children or not; Table 5.10 shows their responses.
Table 5.10 Interest in working with pre-school children
3. Reasons for joining the kindergarten programme at the College of Education
Only four of 103 student-teachers did not answer this question. There were no differences in responses between student-teachers who were interested in working with pre-school children and those who were not. Ninety nine student-teachers’ responses giving their reasons for joining the kindergarten programme were grouped into the following categories in Table 5.11.
First year (107) Students 25% Second year (103) Students 25% Third year (101) Students 24% Fourth year (108) Students 26% 1 2 3 4 Second year N % Not interested 12 11.7 Interested 91 88.3 Total 103 100.0
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Table 5.11 Reasons for joining the kindergarten programme
Reasons N
Internal
Personal
for love of children 56
enhancing knowledge and experience of children 7 suitable for my personal needs as mother
keeps me in touch with the realities of life 6 benefit me in education of my children in the future 21 prepare a strong generation 15
Total 105
Capacity
suitable for my capacity in interaction with children 7 getting a high degree in secondary school 1
Total 8
Informatics
student-teachers like to know about the following:
the world of childhood 2
child psychology 4
what a child loves
how to interact with children 11 how to handle childhood problems 1 the appropriate activities for the child’s abilities
child needs
child characteristics 4
child preparation for transition to primary school life children’s health problems and how to overcome them food suitable for children
help children to encounter future life in correct way
Total 12
External
Society
affecting others 1
there are wrong beliefs about children in society
behaviour of people around me towards children is wrong
society encourages to join the kindergarten programme 1
Total 2
University
it is a new major in university 6 the absence of other desirable majors at university 9 university policy followed in the admission of students 5 it is an interesting major 7
t is an easy major 4
Total 31
Job opportunity to get a job 6
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4. Module content on the Kindergarten Major
The student-teachers’ responses regarding the content of modules are presented in Table 5.12.
Table 5.12 Module content
The content of modules N %
Useful as a preparation for working with pre-school children 34 33.0 Not useful as a preparation for working with pre-school children 1 1.0 Some of them are useful and some need to be reconsidered 68 66.0
Total 103 100.0
5. The extent to which student-teachers perceive the content of the modules as useful, and reasons for this
Although all student-teachers in the second study year responded to the previous question, some (N= 14) did not respond to the current question.
On the one hand, Table 5.13 below shows student-teachers’ reasons for thinking that the modules were useful as a preparation for working with children. Eight student- teachers did not provide their reasons. I coded student-teachers’ reasons into two categories, as shown in Table 5.13. One student-teacher made the following positive comment:
Modules are integrated with each other and they take into account the needs and characteristics of the child at the pre-school stage. They cover all aspects of the growth of the child in terms of cognitive, emotional and physical/motor aspects.
Table 5.13 Reasons behind student-teachers’ thinking that the modules are useful
Of 34 student-teachers, 10 were within the second category which was titled “Modules develop student-teacher’s knowledge and experience for child’s learning
Reasons N
Modules are comprehensive for all child’s learning and development areas 16 Modules develop student’s knowledge and experience for child’s learning
and development 10
No response 8
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and development”. Student-teacher’s reasons to think that the modules were useful as a preparation for working with pre-school children can be seen in the following three extracts:
All modules are related to how teacher is prepared for her profession efficiently. They develop my knowledge and experience about child’s learning and development. They help student-teachers to design games and activities suitable for the child’s abilities. These modules provide student-teachers knowledge about the pre-school child characteristics, and the children’s needs and how teachers meet those needs.
The modules teach us how interact with children and deal with their problems correctly, and how to evaluate the children and kindergarten. Moreover, they teach us how to encourage children’s imaginative thinking, and the development of creativity and innovation in gifted children.
Since student-teachers will be married and they will have children, these modules benefit them in education their children and prepare children for their future lives.
On the other hand, 68 student-teachers in the previous question said that some modules were useful and some needed to be reconsidered. Six of them did not provide their reasons. It is worth mentioning that some student-teachers put more than one reason behind their thinking that some modules needed to be reconsidered, with less focus on the reasons for the usefulness of the modules. 62 student-teachers’ responses are presented in Table 5.14
Table 5.14 Reasons behind student-teachers’ thinking that some modules are useful and some need to be reconsidered
Reasons N
Some modules are useful
Keeps student-teacher in touch with the realities
of life and teaching practice 7 of 62
Some modules need to be reconsidered
Do not keep student-teacher in touch with the
realities of life and teaching practice 21 of 62
Repeated knowledge 42 of 62
There is no link between practical and
theoretical part for some modules 7 of 62 A lot of activities in some of the modules 1 of 62 Many modules are taught
Teaching style not effective 1 of 62
There is no focusing on pedagogical strategies
used in teaching young children 1 of 62
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Seven student-teachers said that modules kept student-teachers in touch with the realities of life and teaching practice, they ensured that modules provided very important knowledge related to children’s psychology, and the way the trainees interact with children at kindergarten. In contrast, 21 student-teachers said that modules did not keep them in touch with the realities of life and teaching practice. They expressed the view that modules contained too many theories or they did not relate to Kindergarten Major. Moreover, out of 62 student-teachers, 42 asserted that there was repetition of the content of some modules, as illustrated in the following extracts:
A lot of modules benefit the student to work with pre-school children, but some of them contain a lot of theories or do not relate to Kindergarten Major. They will not be utilized in the teaching practice and interacting with children at kindergarten. On the other hand, much of the knowledge is repeated in a dull.
Some of modules are repeated in knowledge, no need to study them again because this will waste time and effort on lecturer and student. However, some modules are wonderful and very beneficial because they Keep student in touch with the realities of life and teaching practice. They provide knowledge to know about children’s psychology. Regarding the student-teacher who thought that modules were not useful as a preparation for working with pre-school children, she agreed with seven student- teachers who thought that there was no link between the practical and theoretical part for some modules. In addition, she asserted that a few months (three months maximum) for teaching practice do not qualify a student-teacher sufficiently to be a kindergarten teacher:
We are studying theoretical much, I was thinking for some time, if I stood in front of the children, can I deal with them? My answer was resounding “No”. Moreover, I think that a few months for teaching practice does not qualify me enough to be a kindergarten teacher.
Part two: Student-teachers’ beliefs about their knowledge in the professional preparation programme of kindergarten teachers
1. Knowledge of children’s learning and development
Table 5.15 presents student-teachers’ responses regarding whether they in their kindergarten programme should have knowledge about a child’s learning and development, as follows:
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Table 5.15 Knowledge of children’s learning and development
Statements 5 4 3 2 1
N % N % N % N % N %
6 child development theories 32 31.1 48 46.6 13 12.6 8 7.8 2 1.9
7 pre-school child characteristics 70 68.0 30 29.1 3 2.9
8 children’s needs and how teachers
meet those needs 73 70.9 24 23.3 5 4.9 1 1.0 9
supporting child’s moral, mental, physical growth in a natural environment similar to child’s family environment
69 67.0 29 28.2 5 4.9
10
supporting children’s Islamic religious beliefs in the oneness of God
76 73.8 20 19.4 6 5.8 1 1.0
11 play and the importance of play in kindergarten child’s learning 79 76.7 22 21.4 2 1.9
12 pedagogical strategies used in
teaching young children 33 32.0 54 52.4 9 8.7 6 5.8 1 1.0 13 the methods of child raising 60 58.3 29 28.2 8 7.8 5 4.9 1 1.0
14
childhood problems and how to handle educational and
behavioural problems
69 67.0 28 27.2 5 4.9 1 1.0
15 child protection against dangers 60 58.3 29 28.2 11 10.7 2 1.9 1 1.0
16 how to interact with children and
adults at kindergarten, and parents 45 43.7 49 47.6 8 7.8 1 1.0 17
roles and functions of a kindergarten teacher in field experience (teaching context)
49 47.6 40 38.8 9 8.7 5 4.9
18 child preparation for transition to
primary school life 61 59.2 32 31.1 7 6.8 3 2.9 19
aims and content of the
kindergarten curriculum in Saudi Arabia
37 35.9 43 41.7 17 16.5 3 2.9 3 2.9 Note: (5)= Strongly agree; (4)= Agree; (3)= Neutral; (2)= Disagree; (1)= Strongly disagree;
Shaded box = None
2. Knowledge of pedagogical content and the KSA kindergarten curriculum
Student-teachers indicated their opinions regarding whether they in their kindergarten programme should be adequately trained to do the following (see Table 5.16):
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Table 5.16 Knowledge of pedagogical content and the KSA kindergarten curriculum
Statements 5 4 3 2 1
N % N % N % N % N %
20
provide children with appropriate knowledge, skills and understanding in relation to their age
64 62.1 35 34.0 3 2.9 1 1.0
21
create appropriate activities whether inside or outside the classroom for
children’s abilities 57 55.3 37 35.9 7 6.8 2 1.9 22 plan group and individual activities
for kindergarten children 51 49.5 51 49.5 1 1.0 23 plan child-initiated activities,
including play 47 45.6 42 40.8 10 9.7 3 2.9 1 1.0 24 plan adult-directed activities 29 28.2 51 49.5 13 12.6 10 9.7
25
design activities fostering intellectual development of kindergarten children
53 51.5 42 40.8 6 5.8 2 1.9
26
design activities fostering motor/ physical skills of kindergarten children
63 61.2 33 32.0 6 5.8 1 1.0
27
design activities fostering emotional development of kindergarten children
59 57.3 37 35.9 6 5.8 1 1.0
28
design activities associated with child’s learning of the scientific and mathematical concepts
48 46.6 46 44.7 6 5.8 2 1.9 1 1.0
29
design activities associated with development of the linguistic skills of kindergarten children
55 53.4 42 40.8 4 3.9 1 1.0 1 1.0
30
design activities that contribute to the development of the moral and social concepts of kindergarten children
60 58.3 37 35.9 4 3.9 1 1.0 1 1.0
31
design activities to foster the KSA cultural customs and beliefs of kindergarten children
48 46.6 42 40.8 8 7.8 3 2.9 2 1.9
32 design activities to prepare the child
for reading and writing 54 52.4 37 35.9 9 8.7 2 1.9 1 1.0 33 design and produce educational aids
appropriate for kindergarten children 44 42.7 42 40.8 14 13.6 2 1.9 1 1.0 34
design and produce educational games appropriate for kindergarten children
46 44.7 41 39.8 12 11.7 2 1.9 2 1.9
35 use local materials properly to
design educational activities 54 52.4 34 33.0 10 9.7 3 2.9 2 1.9 36
acquire educational qualifications that distinguish them from other stage teachers
53 51.5 35 34.0 12 11.7 2 1.9 1 1.0
37 design educational context to enable
children to learn 50 48.5 39 37.9 12 11.7 2 1.9 38 teach the subject areas of the
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39
assess children’s learning and development across the KSA national curriculum
36 35.0 45 43.7 16 15.5 4 3.9 2 1.9
40 manage classrooms effectively 53 51.5 40 38.8 9 8.7 1 1.0
41 encourage children’s imaginative
thinking 63 61.2 29 28.2 6 5.8 4 3.9 1 1.0 42 design educational unit for
kindergarten children 43 41.7 43 41.7 15 14.6 2 1.9 43 design and manage the kindergarten
programme 35 34.0 45 43.7 16 15.5 4 3.9 3 2.9
Note: (5)= Strongly agree; (4)= Agree; (3)= Neutral; (2)= Disagree; (1)= Strongly disagree; Shaded box = None
Part three: Perceptions of the professional preparation programme for kindergarten teachers
Student-teachers’ perceptions of the professional preparation programme for kindergarten teachers are presented in Table 5.17 below.
Table 5.17 Perceptions of the professional preparation programme for kindergarten teachers
Statements 5 4 3 2 1
N % N % N % N % N %
44
programme adequately covers all academic subject which are relevant to early childhood stage
44 42.7 35 34.0 16 15.5 7 6.8 1 1.0
45
programme design is beneficial because it includes theoretical and practical sessions
40 38.8 36 35.0 16 15.5 8 7.8 3 2.9
46
programme gives student-teachers the knowledge and skills to teach pre-school children
50 48.5 40 38.8 6 5.8 5 4.9 2 1.9
47
teaching modules in this programme are progressive and well organized
47 45.6 35 34.0 16 15.5 4 3.9 1 1.0
48
time scale of the programme (8 levels/4 years, consisting of 56 modules) enables student-teachers to be sufficiently prepared for teaching
44 42.7 32 31.1 17 16.5 7 6.8 3 2.9
49
all educational and the general preparation modules (50
academic hours of theoretical and practical teaching) are useful for development of students’ knowledge
29 28.2 36 35.0 19 18.4 13 12.6 6 5.8
50
all specialized modules (78 academic hours of theoretical and practical teaching) are useful for development of students’ knowledge
37 35.9 32 31.1 17 16.5 13 12.6 4 3.9
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Part four: Perceptions of internal and external constraints on the programme
Student-teachers’ responses regarding the internal and external constraints affecting the effectiveness of the programme are presented in Table 5.18.
Table 5.18 Perceptions of internal and external constraints on the programme
Statements 5 4 3 2 1
N % N % N % N % N %
51
non-compliance of the student- teacher for studying previous requirements
29 28.2 33 32.0 20 19.4 21 20.4
52 number of student-teachers in
class is very large 32 31.1 28 27.2 20 19.4 17 16.5 6 5.8 53
lack of interest among some student-teachers to work with pre- school children
40 38.8 33 32.0 17 16.5 9 8.7 4 3.9
54
learning environment at the college doesn’t encourage learning and sound understanding
27 26.2 28 27.2 20 19.4 24 23.3 4 3.9
55
the university web doesn’t provide adequately the necessary information about the modules
37 35.9 17 16.5 25 24.3 23 22.3 1 1.0
56
lack of kindergarten attached to the college for the training of student-teachers
66 64.1 21 20.4 6 5.8 8 7.8 2 1.9 Note: (5)= Strongly agree; (4)= Agree; (3)= Neutral; (2)= Disagree; (1)= Strongly disagree;
Shaded box = None
Part five: Further comments
Out of 103 student-teachers, only 44 wrote their comments and suggestions about their programme, as follows:
Student-teachers made the following positive comments:
- the programme was interesting and a good major (N= 1 of 44)
Student-teachers made the following negative comments:
- the content of modules was repeated in knowledge (N= 11 of 44) - there were modules unrelated to Kindergarten Major (N= 3 of 44)
- the teaching style was not effective (N= 6 of 44) - the content of modules was very long (N= 2 of 44)
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Student-teachers made the following suggestions:
- to have a kindergarten attached to the college for the training of student-teachers (N= 16 of 44). - student-teachers are not encumbered with a lot of work (N= 4 of 44). - increase the number of visits to children at kindergarten to help student-teachers know more about children (N= 1 of 44). - Reduce the number of modules, especially educational and the general modules (N= 4 of 44).
- numbers of practical work should be higher than theoretical sessions (N= 4 of 44). - student-teachers who will join the Kindergarten Major should be interested in
working with pre-school children (N= 1 of 44).
- interview student-teacher before her admission to the Kindergarten Major (N= 4 of 44).
- availability of rooms for activities and private stores for keeping the tools, materials, thus reducing wastage and chaos (N= 4 of 44).
It was observed from the above comments that over a third of student-teachers (N= 16 of 44) suggested having a kindergarten attached to the college for the training of student-teachers. One student-teacher’s comment was:
It is necessary that there is attached kindergarten to the college for the training of student-teachers correctly. This will help student-teachers to know the educational context in kindergarten. Also for presenting student-teachers’ work, it is necessary availability of large rooms for activities which are equipped in a manner different from the regular classrooms that are of theoretical lectures. And private stores for keeping the tools, materials and productions of loss and devastation.
Also, it was noted that 11 of the 44 student-teachers stated that the content of the course was repeated in some modules. One student-teacher’s comment was:
… the content of some modules is very long, and some of them are repeated in knowledge. This causes boredom for students, we need this time to provide for us a new and useful knowledge. Also, I see that the time allocated of lectures is very long. It is three hours connected that bring fatigue and absent-mindedness of the students.
Moreover, it was interesting that four student-teachers asserted the importance of interviewing student-teachers before their admission to the Kindergarten Major. One student-teacher’s comment can be seen in the following extract:
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It is essential that there is a test determines whether student-teacher is qualified for this major. Student-teachers should be picked for Kindergarten Major through a personal interview because there are personal and educational qualifications that distinguish kindergarten teachers from other stage teachers. I find some student do not have these qualifications to become kindergarten teachers. There is no fitness, no fun, and no movement.
Another student-teacher added:
Student-teachers are encumbered with a lot of work, where the content of modules is very long and much effort is given on the assignments and activities. However, these assignments and activities leave the opportunity for creativity and innovation.
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