A Phenomenology Study to Explore

Preschool Teachers’ Conceptions of

Students’ Engagement and Engaging
Teaching Practices
by

Armeetaa Kaur Mallanhanse

823516
Dr Amrita Kaur (Supervisor)
 a
r
t

INTRODUCTION
e
d

r
e
a
l Extensive
i research has been
z done either in examining
i the predictors or
n consequences of SE
g
(Awang-Hashim, Kaur, &
Noman, 2015;Buhs, Koziol,
Preschool tprovides a comprehensive role in preparing young
Rudasill, & Crockett, 2018)
childrenhacademically, emotionally and socially (Salleh,
e Habidin, Masnan, & Mamat, 2016).

p
r
o
m
i -Enormous amount of preschool
n in M’sia: shown a rise from 2016
e to 2017 (Department of Statistics
n
Malaysia, 2018)
c
e

o
 Research Approach
-Inadequate studies conducted in
examining engagement qualitatively
-nature of the construct (SE) which is
malleable will provide deeper insight
Study sample qualitatively Most studies among preschoolers have
(Fredricks, Blumenfeld, & Paris, 2004; examined classroom context, teacher-
-lack of studies have been
Smithikrai et al., 2018) child relationship, child factor and
conducted among preschoolers active settings that affect student
-focus has been on primary, engagement (Vitiello, Booren, Downer,
secondary and tertiary students & Williford, 2012; Cadima, Doumen,
(Dunstan, 2017; Gutman & Verschueren, & Buyse, 2015).
Schoon, 2018; Ketonen et al., -None study has examined preschool
2019) teachers’ conceptions of engagement

Disengagement among preschoolers Importance

has been a concern
Student engagement at preschool
-Evidence : Numerous studies level has been reported as the
conducted in assessing different type
of interventions to address the
Problem major determinant of preschoolers’
future engagement, school
problem Statement readiness over time and predictor
of emotional expressivity (Goble et
-Disengagement has shown to affect
their social interaction (Yoder, al., 2017; Sabol, Downer,
Williford, & Vitiello, 2019) Bohlmann, 2017).
Research Research
Objective Questions

RO 1: Preschool RQ 1: What are

teachers’ conceptions preschool teachers’
of student conceptions of
engagement. student engagement?

RO 2: Preschool RQ 2: What are

teachers’ classroom preschool teachers’
practices which foster practices to engage
preschoolers’ students?
engagement.
 • Most studies have focused • Students’ academic aspect :
on teaching strategies and academic achievement, school
method such as completion and academic
implementation of DAP, Predictors
adjustment
integration of ICT and Teachers’ of SE • Students’ well being:
execution of creative
Teachers’
beliefs and
beliefs and -positive emotions, higher life
pedagogy practices satisfaction, lower depression,
• There are scant studies
practices
higher learning self efficacy
examining on teachers’
belief on students’
engagement particularly
among preschoolers
LITERATURE Role of
• Foster school readiness over
time
engagement
REVIEW in child
• Determinant of future
student engagement
• Focus: examining preschool teachers developmen
• Predictor of emotional
teaching competency, issues and t
expressivity in grade 1
challenges faced in early childhood
education, the implementation
of play-based approach, preschoolersPreschool • Classroom climate, teacher-child relationship,
classroom background teaching practices
climate and also the role of in Malaysia Factors • Engaging preschool teaching practices :
teacher in managing classroom affecting SE • -curriculum integration
environment. • -variety usage of active settings
• None of these studies have • -implementation of effective instructional
scrutinized on preschool teachers’ strategies
conception of preschoolers’ • -integration of technology based media with
engagement learning
 Research -Qualitative approach
-Informed consent (phenomenological)
Approach
will be obtained from
participants
- Anonymity will be
retained when Ethical -10 preschool
reporting study’s Considerati teachers from 4
findings. ons kindergartens across
Sample
Kedah state will be
RESEARCH selected through
Interpretive phenomenological
METHODOLOGY purposive sampling
analysis (Shinebourne, 2011)
i) Reading and rereading of i) Interview
transcript - semi-structured individual
ii) Formulation of concise interview
phrases representing the ii) Observation
subthemes Data Data
Collection - guided by observation
iii) Clustering and Analysis
protocol
organization of subthemes iii) Document analysis
iv) Finalized clusters will each - evaluation of lesson plan
be specified a descriptive book
label
Significance and Limitation of Study
• Theoretical : contribution to SE studies,
particularly from preschool teachers’
Significance perspective.
• Practical : Explore preschool teachers’ engaging
practices, Improves teaching training quality

• Generalization of study’s finding

Limitation • Lacks a broader ecological perspective without
student and parents perspectives.