In Pursuit of Teacher Reflective Enactment in Indonesian Pre-School Contexts
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Abstract
Research on character education enactment in Indonesian schoolings sectors has been a mushrooming issue recently. Multiple investigations were focused on primary, secondary, and tertiary education contexts. However, little attention has been addressed to uncover how Islamic pre-school teachers enact the character education in their teaching practices. To fill this void, the present study attempted to unveil how 55 Islamic pre-school teachers construe the notion of character education and how they practice it in the classroom. Geared under explanatory research approach, this study surveyed 55 respondents to capture their voices, insights, and practices of character education in pre-schooling sectors. An online questionnaire was disseminated to the respondents. It consisted of ten probing questions related to their idea-construction of character education and their teaching practices in their classrooms. The results indicated that the respondents possessed varied voices, insights, and practices of character education relevant to their own classroom contexts. Besides, most of them, in general, viewed character education as central catalysts to better understand wisdom, nationality, and religiosity in a dwelling with societies. This study then ends with pedagogical suggestions for policymakers.
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