DO EXPERIENCE AND PROFESSIONAL QUALIFICATION COUNT? EVIDENCE FROM EARLY CHILDHOOD CENTRES IN THE ASUOGYAMAN DISTRICT OF GHANA

Samuel Oppong Frimpong

Abstract


This qualitative case study explored how teaching experience and professional qualification influence early childhood teachers’ knowledge and application of the classroom environment in Ghana’s Asuogyaman District. The study followed an earlier quantitative investigation that found no statistically significant differences in environmental knowledge or practice across qualification and experience levels, prompting the need for deeper contextual exploration. Using semi-structured interviews and participant classroom observations from seven purposefully selected teachers across all circuit clusters, the study examined five domains of environmental knowledge and five domains of application. The analysis, guided by Braun and Clarke’s thematic approach, revealed that highly experienced and qualified teachers demonstrated deeper conceptual understanding of spatial layout, environmental print, cultural relevance, and the use of the environment as a pedagogical tool. Additionally, they demonstrated exceptional flexibility, reflective practice, and integration of the learning environment. On the other hand, less experienced teachers relied primarily on outside assistance and demonstrated procedural or surface-level knowledge. However, triangulation revealed that these individual differences were hushed by contextual constraints, such as crammed classrooms, a lack of resources, and inadequate infrastructure, which explained the previous quantitative findings. The study concludes that although teachers' conceptual and practical competence are significantly shaped by their experience and qualifications, systemic barriers may prevent them from expressing themselves fully. It is recommended that CPD be reinforced, mentorship programs, reflective practice frameworks, and culturally sensitive classroom design be implemented in light of the findings.

 

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teaching experience, professional qualification, early childhood education, teachers’ knowledge, and classroom environment

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References


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DOI: http://dx.doi.org/10.46827/ejae.v10i3.6438

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