Asset Details
Do you wish to reserve the book?
Creative Pedagogy and Environment in the Saudi Arabian Preschool Settings
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
Creative Pedagogy and Environment in the Saudi Arabian Preschool Settings
Do you wish to request the book?
Creative Pedagogy and Environment in the Saudi Arabian Preschool Settings
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
Creative Pedagogy and Environment in the Saudi Arabian Preschool Settings
2021
Overview
The study aimed to explore the creative pedagogy and environment among preschool teachers in the Kingdom of Saudi Arabia (KSA). Qualitative methods were applied, and data were collected through semi-structured interviews and observations, to explore the different perspectives held by a range of female preschool teachers in the KSA. The sample comprised of twenty early childhood practitioners from four different preschool settings, two private and two public schools. The analysis of the narrative data sources was undertaken using the Nvivo software, where all the meaningful components of data from interviews and observations was coded and assembled into themes. The researcher then followed the interview results with observation outcomes to counter and minimise any impact on the participants as well as the data. The information was then integrated in the interpretation of the overall results. Findings from both the interview and observation qualitative analysis processes indicated that teachers exposed their own understandings of creative pedagogy as they suggested several methods and pedagogical practices to be used in the classroom to enhance the young children's creativity. Surprisingly, teachers from private schools believed that the curriculum focuses on knowledge more than on skills, as the curriculum is more academically driven. On the other hand, the teachers in public schools considered the national curriculum as the best in supporting children's creativity. The majority of teachers, from both public and private sectors, have demonstrated their beliefs about the positive impact classroom structure has on creativity. Most teachers held the view that the classroom in the form of activity corners is the most supportive classroom environment for creativity.
Publisher
جامعة طنطا - كلية التربية
Subject
