Developing a Practice-based Model for Designing Instructional Activities for Preschool Teachers

Abstract

Objective: In order to break through the gap between conceptual policy and practical implementation of thematic instruction by novice teachers, and help novice teacher reduce the exploration period and quickly become familiar with the development of thematic curriculum activities, this study focuses on the topic of how senior preschool teachers develop instructional activities for the main concepts in thematic curriculum, and the types of instructional activities they develop for thematic curriculum teaching. Methods: This study adopts a qualitative research design conducted through in-depth interviews with 32 senior preschool teachers and documentary data with 33 complete theme files. Results: The findings identify five types of instructional activities for developing integrated thematic curriculum and a model for developing instructional activities for thematic curriculum. Once the main concept of a theme is planned completely, based on the guidance of this model, teachers can easily carry out the planning and design of instructional activities. Conclusion: This study presents an example of how the instructional framework or theory can be established by practical instructional experiences, thus providing teachers more assistance in practical teaching.