Kindergarten Teachers’ Experiences in a Spatial Orientation Skills Professional Development Program

Abstract

Although earlier studies have documented the importance of spatial orientation skills in early childhood development, teachers often need more experience and guidance in teaching these skills. This research investigates how two kindergarten teachers, guided by two teacher education researchers, utilized Learning Trajectories (LT) in a Professional Development (PD) program to enhance their instructional practices in teaching spatial orientation skills. Employing a qualitative research approach, researchers collected data through semi-structured interviews, field notes, and documents prepared by the teachers and analyzed it using content analysis. Findings reveal that the program provided teachers with a framework for making instructional decisions and facilitated children’s engagement in spatial orientation tasks. However, there is a need for further in-service programs on child assessment using LT and instructional activities to improve target skills. This study highlights the potential of LT-based PD programs in fostering effective teaching of spatial orientation skills while identifying areas for further improvement in teacher education.