Hana, Anita, Tina and Laila all reported that they are “OK” and having “No problem” in implementing the changes. From the excerpts below, it is clear that they are being cautious and polite, although they are faced with challenges.
“No problem just at the beginning of becoming a preschool teacher and untrained in early childhood. It is not difficult after many years of teaching now, we need to develop, expand, and practice more. I find it fun as it is a learning process for me and I like new things as I have been long in the system”. (T-Hana-I-Untrained)
“Managing the behaviour of children with special needs creates a challenge for me in the classroom. I want to help them too but I need to learn how to. So far I have tried several activities to cater to them and try to observe their behaviour and understand to seek for progress”. (T-Hana-I-Untrained)
“I do not have any problem just wanting to make activities that I plan for the children to be more creative. Sometimes, I have done the same thing so for this year I discuss and exchange ideas with other teachers. I have not received any reference books yet from the Curriculum Department and am still waiting as my friends said it is a good book to refer to when we are out of ideas”. (T- Laila-I-Trained)
Anita revealed that initially the changes were stressful for her.
“From my experience, the first time there were changes, it was stressful, I don’t know how to manage the different learning corners in the class. I went to my principal or ECCE people for help when they were present at the workshop.” (T-Anita-I-Untrained)
154 5.12. Coping with the changes
All four teachers mentioned that the support given from the Ministry of Education, such as budget and workshops, had helped the teachers in overcoming their challenges. 5.12.1. MOE budget
The Ministry of Education has provided financial support to facilitate the implementation of change, as mentioned by Hana and Anita. The support was in the Pra budget, to buy materials that were needed for the classroom, from furniture to learning materials such as stationeries for the children.
“The big one is the setting up of the different learning corners in class, resources from the Pra budget to use for the classroom and to prepare teaching materials. Recently, we have the ECCE Unit, Ministry of Education, providing us with resources like the new tables and chairs”. (T-Anita-I- Untrained)
“Material resources from the government budget to buy stationeries for the children, materials for the lesson. It is less of a burden on us with that budget provided”. (T-Hana-I-Untrained)
5.12.2. Workshops
Workshops provided by the Ministry of Education supported the teachers as they were trying to implement the curriculum changes.
“Given workshops, seminars and then visits to schools that have implemented the changes”. (T-Anita-I-Untrained)
Training like workshops also provides as resource. It helps us to know, learn what to do. It is a lot of work but in the end, we see the progress”. (T-Hana-I- Untrained)
“Training especially for all the transformations, like learning how to apply the lessons with the activities, capacity training, we were trained and explained the Project approach, mind mapping, sharing sessions on how to conduct activities and see how other teachers implement it”. (T-Laila-I-Trained)
“By attending the workshops and trying to implement change”. (T-Tina-I- Trained)
Meanwhile, Anita suggested the professional development should be continuous. “Yes, the workshops are enough as long as it is continuous not just stop it after 2-3 months and then to continue”.
155 On the other hand, Hana mentioned that when she was faced with difficulty she does not just wait for the workshops. Instead she will approach the Pra committee first, and if they were not available, then she will approach the ECCE Unit to assist her. This example is similar with Anita’s response.
“In case if there is any difficulty, or challenges, I will discuss it with other Pra teachers, if not I go to the Pra committee zone group or lastly the ECCE Unit to help me. They are helpful especially the curriculum and ECCE Unit”. (T- Hana-I-Untrained)
“I go to my principal or the ECCE people when they were present at the workshop. Sometimes I asked them personally, I was doing this and this and there is still something missing”. (T-Anita-I-Untrained)
5.12.3. Parents
The teachers explained that all of them had positive support from parents. Parents are seen to be involved with their children’s learning by attending the showcase, during which the children explained their work. There is a similarity between the four teachers, where they used the word “positive” from their responses.
“Parents are supportive. They gave positive feedback with the showcase and they like that they are welcome to see their child’s work” (T-Anita-I-Untrained) “Positive support from the parents. Lots of them came for the showcase”. (T- Hana-I-Untrained)
“They are positive about the changes and very supportive. They help with their child’s activities, and bring in the things needed from home to class. Parents do not mind that they are out of work for a short time just to come and see their children’s work”. (T-Laila-I-Trained)
“Positive support. There were a lot of parents during the showcase and the children were excited when they explained their work to their parents”. (T- Tina-I-Trained)
Hana’s findings showed parents were supportive towards the showcase but interfered by requesting their child should not to be moved to a different class.
“Parents interfered not wanting their children to be moved classes every term as it upsets the children”. ((T-Hana-I-Untrained)
5.12.4. Principals
Responses from all four teachers indicate their principals are aware of the changes and provided them the support by allocating bigger rooms, air conditioning, and access to a budget. Anita revealed her principal was enthusiastic towards the change and would
156 come to assist her in the class when she had free time. The four teachers also have the support of their colleagues in the school. Hana and Laila were provided with air- conditioning in their classrooms by their principals. In Brunei government schools, not all classrooms are equipped with air conditioning, although typically all classrooms have a ceiling fan. The Pra classes were allocated budgets for air conditioners to make the classroom comfortable for the children.
“The principal is very enthusiastic. Before there was a wall which made the room smaller, she made arrangements to remove it to make more space for the lesson area. When she has free time, she comes and helps; everybody in the school is working together”. (T-Anita-I-Untrained)
“Supportive towards the change and provided with air-cond in the classroom”. (T-Hana-I-Untrained)
“Provided supplies for work, and new tables for the children. Before my class is small and now she has moved me to a bigger class with air-con”. (T-Laila-I- Trained)
“The principal gave budget to beautify the class. Before this the class looks dull but after repainting, it looks much better”. (T-Tina-I-Trained)