This study is intended to understand teaching quality of English student teachers when they conduct their teaching practicum. Teaching quality is conceptualized based on the principles of effective teaching resulted by teacher effectiveness studies. Thes


 

 

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The Kindergarten Teachers’ Pedagogical Competences:  
A Case Study 

 
MUHAMAD TARIDI

1
 AND AMRIN DONO

2
   

Abstract  

The study aimed to find out the pedagogical competence of teachers to carry out the 
interactions of the teaching and learning processes and to assess the development of 
the cognitive aspects of the children in one Indonesian kindergarten. This study used 
a qualitative method with the case study tradition. We highlighted the analysis of the 
data through transcription, coding, and thematic analyses. Findings of the study 
focused on three major themes including teachers’ competence for planning teaching 
and learning programs (planning activities for teaching and learning processes and 
care and protection programs), teacher competence in implementing interaction or 
managing teaching and learning processes (learning from various resources and 
doing evaluation on the method used in teaching), and teachers’ competence for 
conducting learning assessment and evaluation (test assessment and evaluation and 
non-test assessment and evaluation). Some recommendations for the betterment of 
Indonesian kindergarten education are proposed. 

 
Keywords 
Case study, kindergarten, pedagogical competence, teachers 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
1. *Corresponding author: Universitas Islam Negeri Sulthan Thaha Saifuddin,  Jambi,  Indonesia; 

taridi@uinjambi.ac.id  
2. Universitas Islam Negeri Sulthan Thaha Saifuddin, Jambi,  Indonesia 

mailto:taridi@uinjambi.ac.id


 

 

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Introduction 
 
Teachers possess the utmost significant contribution to student learning and 

effective educational processes (Gholami & Qurbanzada, 2016). Therefore, teachers are 
considered the most important factor to improve human values as well as improve 
educational values. While learners play roles as the center of the process of teaching and 
learning, teachers have significant roles to guide learners and facilitate the processes 
(Ghorbani, Jafari, & Sharifian, 2018). Currently, when the world is dealing with many threats 
of war, injustice acts, and violence, teachers cannot be parties to claim that education as the 
only way to improve human value; educators should be evaluated for their competence to 
become the ones who promote the moral responsibility for teaching universally and for 
sharing human values which are conducive to a culture of peace (Lawale & Bory-Adams, 
2010; Spector, Klein, Reiser, Sims, Grabowski, & De la Teja, 2006). However, the challenges 
faced by nowadays teachers are to have a good design of teaching plans in order to diversify 
educational materials and approaches that are appropriate for the needs of students in line 
with the physical and psychological developments of the students’ characteristics. The 
improvement of the teachers’ competence in pedagogy for teaching demands that teachers 
have a preparation in an entirely encouragement and emphasis (Blazar & Kraft, 2017; 
Makarevics, 2008). Therefore, teachers should help young students feel great within a good 
emotion, have high self-confidence and respects as well as responsibility for everything they 
have done. Current teachers are demanded to be flexible and have a vision for the future 
education with broad-minded and interdisciplinary perspectives (UNESCO, 2002). 

The current world commission on teaching under the organization for economic 
co-operation and development (OECD, 2011) stressed out that teachers around the world, 
in order to assist their students, should not only have the skills in teaching and doing 
evaluation to the process of teaching and learning or having a good examination easier, but 
also, improve ways of thinking such as the value of creativity, critical thinking, problem 
solving, decision making, and learning; develop ways of working (communication and 
collaboration); adapt with tools of working (digital technology or ICT); apply the teaching 
skills in the area of citizenship, skills for life, and responsibility for success in the modern 
world. Although, there have been many educational studies about teachers’ competence in 
the current era (e.g., Blazar & Kraft, 2017; Eslamian, Jafari, & Neyestani, 2018; Gholami, 
Sarkhosh, & Abedi, 2016). However, few studies have been done for Indonesian context 
(Sofwan & Habibi, 2017). Even, fewer studies revealed the pedagogical competence of 
Indonesian teachers of young children. Therefore, this current study focused on Indonesian 
teachers’ pedagogical competence in teaching young children in one Indonesian 
kindergarten. To achieve the purpose of the study, one major question guided this study:  
What is the teachers’ pedagogical competence in teaching young children in one Indonesian 
kindergarten? 

 
Literature Review 

 
Teachers’ beliefs, practices, and attitudes are considered to have a close relationship 

with teachers’ strategies in coping with challenges faced within their profession as well as the 



 

 

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influence they bring into their classroom for learning environment, motivation, and 
achievement for their learners (Awang et al., 2013; Gholami et al., 2016). Applying some 
historically educational strategies and approaches e.g., the application of good questions, 
choosing appropriate educational subjects, teaching for students meta-cognitive 
improvement, triggering activities for critical thinking, providing more learning 
opportunities, facilitating valid sources, giving opportunity for comparison of ideas, 
discussions about the subject, and communication with students in a collaborative and 
cooperative environment is the way to improve the quality of education by teachers (Costa 
& Lowery, 1989; Driscoll, 2000; Hewson, 1996; Marzano, 2013; Meichenbaum, 1986).  

Having the consideration that teachers are a very important part in education that 
play a very significant role for youth sustainable development (UNESCO, 2008), teachers 
should achieve pedagogical competences in teaching. Eslamian, Jafari, and Neyestani (2018), 
Korsun, (2017), and Reid and Hovrathora (2016) stated that in order to achieve learners’ 
development, educational institutions need competent teachers in pedagogy. Becoming 
competent in teaching as a profession shows a person to have used particular information, 
analysis and decision making, creativity, ability to work in a team, effective communication, 
and good adaptability skills.  Many studies (e.g., Aleinikov, 2002; Castro, Kelly, & Shih, 
2010; Cheetham & Chivers, 2004; Cochran-Smith & Susan, 1999; Darling, Hammond, & 
Bransford, 2005; Hoffmann, 2006; Rohani, 2004; Schmoker, 2006; Zhu & Wang, 2014) have 
informed the pedagogical competence criteria. Each study classifies the competencies into 
different categories and differently assesses them from its own perspectives.  

In childhood context, referring to Indonesian ministry of education, Diknas (2006,) 
the standards for early childhood education for the teachers' pedagogical competences are: 1) 
planning activities for education, care and protection programs; 2) carrying out the process 
of education, care and protection and 3) carrying out an assessment of the process and 
results of education, care and protection. Meanwhile, Rohani (2004) found that the 
pedagogical competence of teachers in developing cognitive aspects of kindergarten children 
is planning education, caring and protection program activities. planning is a thought or 
preparation to carry out the work or to take a decision on what will be carried out by 
someone to achieve certain goals as determined by a procedure or steps that are systematic 
by paying attention to the principles of carrying out the task/work and specifying goals and 
visualizing the results to be achieved. Planning involves the ability to know how to system 
work and to find the resources and information. This is also the same as Schmoker's (2006) 
statement, “the professional learning community requires teachers to establish an important 
and concise joint curriculum, and then teach it to students in a mutually agreed schedule (p. 
102). 

Additionally, carrying out assessment and evaluation on the processes and outcomes 
of education, as well as care and protection is also one of the teachers’ responsibilities (Graff 
& Karsten, 2012; Orr, Pecheone, Snyder, Murphy, Palanki, Beaudin, & Buttram, 2018). 
Diknas (2006) defines assessment as the process of gathering and processing information to 
determine the level of achievement of a child's development which includes assessment 
techniques namely observation, assignment, performance, anecdotal recording, 
conversation/dialogue, parental reports, and documentation of children's work (portfolio) as 
well as descriptions of children's profiles. Kunandar (2007) also informed that assessment 



 

 

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relates to information about a person in an activity, time or certain stimulants. Information is 
obtained comprehensively and based on certain rules. This information is not only useful for 
individuals who are assessing but also for other related parties such as parents. Assessment 
of learning includes making considerations about services, values or benefits of a program, 
process and learning outcome assessment is a systematic process that contains information 
in order to analyze and interpret the information to make decisions.  

  
Methodology 
 
Research design, research site, sampling, and participants 

 
For this study, a qualitative case study approach was applied (Forrester, & Sullivan, 

2018; Creswell, 2014) to examine the experiences and voices of Indonesian teachers of 
kindergarten related to their pedagogical competence in one Indonesian kindergarten since 
the quantitative approach e.g. surveys and experimental may not address in-depth 
information in order to obtain the objectives of this study. Creswell (2014) and Hancock and 
Algozzine (2016) state that a case study includes the study of an issue or a topic that is done 
through one or more cases in the circle of a bound system. Furthermore, Ridder (2017) 
noted that a qualitative case study was a holistic exploration, explanation, and analysis as well 
as elaboration of a bounded system or phenomenon such as a person, a program, an 
institution, and a process as well as a policy. In this study context, the focus of the research 
was on the exploration of some Indonesian teachers. Additionally, we focused on exploring 
the experiences of Indonesian teachers in teaching young children in one Indonesian 
kindergarten related to their pedagogical competences. 

We did the current research at one Indonesian kindergarten that has more than 210 
students. The participants of the interview in this study were chosen using a convenience 
sampling strategy (Moser & Korstjens, 2018; Schreier, 2018) that consisting of the head of 
the kindergarten, classroom teachers, and subject teachers. We obtained permission from the 
ministry of education, Jambi province. The names of the research objects such as people, 
places, and research sites involved in this research were masked through the use of 
pseudonyms; it is related to the protection of the participants’ rights. In this study, a 
purposeful sampling with a convenience case strategy was applied which is defined as 
convenience cases representing sites or individuals where researchers can access and do data 
collection to collect the data (Creswell, 2014). The five participants were a headmaster (HM), 
two class teachers (T1 & T2), and two subject teachers (ST1 & ST2). 
 

Data collection 
 

The collection of the main data of this study was conducted through a 
semi-structured interview (Palinkas, Horwitz, Green, Wisdom, Duan, & Hoagwood, 2015) 
done individually with each teacher from forty-five minutes to one hour at the research site 
from September to December 2018. The interview series were not done for once at the same 
set of situation; the series were done through the agreement with the participants’ time and 
place they were willing to be interviewed. During the interview, we began asking participants 



 

 

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to talk about their experiences related to their teaching activities from the planning process 
to evaluation process. We, then, interviewed them to answer more specific questions related 
to our research inquiry, including their capacity in conducting teaching in their classes and 
the ways they evaluated the teaching and learning process. All teachers were interviewed 
using Bahasa Indonesia. The interviews were then audio-taped, and directly transcribed 
verbatim. We also applied a demographic background survey to obtain participants’ 
backgrounds including age, gender, major, and other related information.  
 

Data analysis 
 
We first analyzed the demographic information data in a descriptive way. In addition, 

the interview data were subsequently transcribed for each participant. Following the step, the 
data were then analyzed through the constant comparative approach (Glaser & Strauss, 
1967). The analysis was done in the circle of the five participants’ transcripts. The analysis 
also covers the area of similarity and difference comparison. The transcripts were carefully 
read line-by-line to find regularities and themes as well as subthemes emerged among the 
data. When all the data have been through all codification and analysis process, the 
identification was begun in order to recognize the themes and sub-themes in favoring us 
explaining the research. When the process of theme and sub-theme recognition, we also 
eliminated and reduced repetitive data. We used a pattern coding to find mostly repetitive 
patterns of statements and consistencies among participants. This approach was chosen as it 
helped us to find patterns and regularity of the talks and statements from the participants. 

To ensure “trustworthiness” (Lincoln & Guba 1985, p. 300) of this study, the 
interview results were returned to the participants to be cross checked as part of member 
checking procedure (Mukminin, 2012; Mukminin, Ali, & Ashari, 2015). Ensuring the 
participants’ agreement of the data that would be elaborated was done to assess the 
trustworthiness. As a result, the participants agreed and allowed the use of the data for this 
study. The checking procedure was also conducted with some colleagues of ours. 

 
Findings  

 
We divided the results of the study into themes three major; teachers’ competence 

for planning teaching and learning programs, teachers’ competence for implementing 
teaching materials and managing teaching and learning process, and teachers’ competence 
for conducting learning assessment and evaluation. 
 
Table 1. Themes and sub-themes 
 
Themes Sub-themes 

Teachers’ competence for planning teaching and 
learning programs  
 

Planning activities for teaching and learning 
process 
Care and protection programs 

Teachers’ competence for implementing 
teaching materials and managing teaching and 
learning process, 

Learning from various resources  
Doing evaluation on the method used in 
teaching 



 

 

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Teachers’ competence for conducting learning 
assessment and evaluation 
 

test assessment and evaluation 
non-test assessment and evaluation 

 
Teachers’ competence for planning teaching and learning programs  
 

The pedagogical competence of teachers in the development of cognitive aspects is 
carried out by planning activities for teaching and learning process and care and protection 
programs. To plan the activities for the activity of teaching and learning is defined as 
planning at a specified time period that contains the activities that will be done by the 
teachers in their instructional activities. The planning is done to coordinate the learning 
components. Regarding to this issue, HM stated, 
 

"As I always observe, in planning the activity for the teaching and learning process, 
teachers in this school always prepare several things namely doing lesson plan for 
daily, weekly, and monthly schedule.”  

 
Teaching preparation is an effort to estimate actions to be taken in learning activities. For 
the success in implementing a curriculum or syllabus, the teacher continues to manage the 
program starting from the planning of learning, the identification of the standards of 
competence, basic competences, subject matters, learning activities, tools and sources of 
learning as well as assessment of learning. One of the participants said, 
 

“To do learning in the classroom, I prepare several things such as doing preparation 
for standard competences, basic competences, subject matter, learning activities, 
tools and learning resources as well as assessment of learning.” 

 
Regarding care and protection programs in the kindergarten, the teachers according to the 
headmaster have treated their students according to the stage of development. Kindergarten 
education is given to children as preparation for the children before entering primary 
education.  
 

 "Many teachers here already understand the foundations of education; legal, 
historical, economical, philosophical, socio-cultural and psychological foundations. 
However, few teachers have difficulties in completely comprehending the 
foundationd. It is related to care and protection programs that should be carried out 
in providing good education for the young children.” (HM) 

 
From the explanation of the principal above, it is known that there are still teachers who do 
not understand the foundations of education for kindergarten students in order to give a full 
protection to the young children they teach.  
 
 
 



 

 

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Teacher competence for implementing materials and managing teaching and 
learning process  

 
The planning should be well-implemented. Teachers’ competence in implementing 

or managing teaching and learning process is a complex ability (Cochran-Smith & Susan, 
1999). In relation to this issue, some teachers said that they have done maximal efforts to 
conduct the planning effectively and efficiently by implementing some strategies that they 
learned from various learning resources as it is quoted by two of the teachers, 
 

“I used the Internet mostly to know more about how to teach young children as it is 
planned in the lesson plan.” (ST1) 

 
“Trainings conducted by the ministry of education is quite effective for us, in-service 
teachers, in implementing the lesson plan we have. I am saying that it is effective; 
however, it is not many as I remember I only attended little training during my 
working time here, around 5 years.” (T1) 

 
Students can learn in different ways in every level of development. Learning modalities and 
styles concern over the different ways of teaching or different teaching strategies where 
individuals learn on their most comprehensive ways. For instance, the visual learners can 
have better performance from learning experiences including the use of visual images and 
watching than from listening speech. The kinesthetic learner benefits active teaching and 
learning process while the auditory learner responds maximally to verbal commands. One of 
the participants (ST2) informed that the ability to implement appropriate strategies during 
teaching and learning process in the kindergarten classroom determine the success of the 
teaching. In addition to the implementation of the teaching and learning in the kindergarten 
classes, the teacher has also realized that methods used in teaching and learning process 
influence the implementation of the lesson planning. This has led the teachers to do 
evaluation on the methods they used while teaching. Two participants in the interview 
reported, 
 

“A lot methods that can be applied in my teaching activities, for example,  when I 
teach Iqro [Al- Qur’an reading], some spelling methods offered by the Internet. As I 
teach it for almost two years, I always do evaluations on the best way to teach Iqro in 
my class.” (T1) 
 
“The method used by the teachers should always be evaluated. This is not only the 
teachers’ responsibility but also other stake holders’ including me as the headmaster. 
This, therefore, relates to the teachers’ competences in implementing the planning 
into the action.” (HM) 

 
In addition to the method evaluation, the participants of this study also reported that some 
problems emerged in implementing learning materials and managing teaching and learning 
process namely limited learning materials and access to the Internet as well as lack of 



 

 

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training. Specifically, one of the participants said that no initiatives had been made to 
minimize the problems such as lack of art media for the students to learn while they need 
the media to keep active in the classroom. 
 

Teachers’ competence for conducting learning assessment and evaluation 
 
Assessment and evaluation especially in kindergarten education are very significant 

components of teaching and learning activities. Assessment is the process of information 
documentation and collection on individual student learning. Meanwhile, evaluation is the 
analysis, reflection and summarizing process in order to make decisions based on the 
documentation and collection of information. The purpose of assessment aims at informing 
teaching and improves learning. Therefore, assessment of learning and assessment for 
learning are fundamental parts in the kindergarten classroom. Regarding to this process, this 
study proposes this as important theme within the two sub-themes; test and non-test 
assessment and evaluation. 

The evaluation of the teaching and learning activities can be done using test and 
non-tests. Tests can be done with oral tests, written tests, and deed tests, while non-test 
evaluations can be carried out through attitude scales, rules check lists, questionnaires, and 
portfolios. T2 stated that it is important to have the most appropriate test to evaluate 
students teaching and learning process and it can be done through various method; however 
she prefers non-test such attitude scales and portfolios. Strategies in doing the assessment 
and evaluation is also reported to be very important; two participants reported,  
 

"Doing the assessment and evaluation in my class is not easy since it needs strategies. 
We need to check their scores and their attitudes weekly and monthly. I believe if we 
can manage to report a good quality of assessment and evaluation. " (ST2) 
 
“I think assessment strategies should be a tool to encourage students to address their 
knowledge and skills, rather than focusing on their weaknesses. Focusing on 
children’s thinking rather than a particular answer or solution provides valuable 
information about a child’s learning. Therefore, our greatest assessment tool is a 
sustainable process of documenting and observing the learning process because 
young children perform their understanding by doing, showing and telling.” (T2) 

 
Teachers should understand that many factors affect learning and achievement through the 
process of assessment and evaluation. Pupils’ success in performing rating what they knows 
or is able to do can be various. Their level of success may rely on some factors namely the 
time of day, situation, type of questions, familiarity with the content and their willingness to 
demonstrate their skills and abilities. The headmaster said that children need ample time to 
perform their achievements using various ways in various opportunities that are essentially 
appropriate and through activities that they can do independently and individually. She 
continued, “The rate and depth which individual child gets engaged in the kindergarten 
curriculum is different from beginning to end.” 



 

 

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Furthermore, the access for teachers to see and understand students’ profiles should be kept 
in a convenient location for the teacher to access regularly. The data of the assessment for all 
students should be collected by the kindergarten teacher on an on-going basis and it informs 
instruction throughout the year. These activities require patience, tidiness, and understanding 
as informed by T1 in the interview. She said that the assessment should be sustainable and 
the data should always be available for teachers to access and it needs our patience and 
tidiness as teachers.  
 

Discussion 
 
Children or young students learn by doing and actively engaging with materials, 

equipment, and people in the process of teaching and learning. Planning and creating a 
physical room in order to recognize the needs of development of five years olds facilitates a 
context for optimal teaching and learning. The management and option of classroom and 
specifically teaching materials in the learning environment affect the way teachers guide the 
development of the students and the expectations for student engagement in learning 
(Eslamian et al., 2018). The ways teachers prepare or plan the teaching and learning process 
matter; it is one of the many significant pedagogic competences in teaching activities. The 
findings of this study regarding teachers’ competence in planning teaching and learning 
programs show that most teachers have conducted preparation before teaching. However, 
some of them still have no full understanding on the foundations of education for 
kindergarten students (Korsun, 2017).  

Teachers’ competence in implementing materials and managing teaching and 
learning process is an important factor in addressing the success of teaching and learning 
activities. Their ability and wisdom in conducting the process of teaching and learning 
activities have a direct impact on students’ active involvement in the process. Therefore, the 
attempt in order to develop teachers’ competence should involve the efforts of fostering 
positive attitudes (Awang et al., 2013). In the Indonesian context, the teachers of 
kindergarten have done the effort to fulfill the set of specific standards in determining the 
implementation of quality education for kindergarten institution (Diknas, 2006). According 
to the standard (Diknas, 2006) which include education curriculum, competences of 
teachers, educational infrastructure, organization of learning activities and educational 
assessment, teachers should be professional managing their class. However, based on the 
findings of this study, particular attention should be considered especially problems with 
learning material and access to the Internet that are still limited. 

The kinds of strategies and tools should be applied in assessing and evaluating 
children’s learning on an ongoing basis in the context of everyday classroom experiences. In 
this study, the respondents reported that test and non-test based assessment and evaluation 
were conducted as also reported by some previous studies (Ghorbani et al., 2018; Rohani 
2004). Additionally, the strategies should be an encouragement for the teacher to support 
their students to show what they know and what they can do, not focusing on what they do 
not know or cannot do. Focusing on children’s thinking rather than a particular answer or 
solution provides valuable information about a child’s learning. The students’ thoughts are 
proofs through their dialectics or it can be performed using their behaviors. The teacher’s 



 

 

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best assessment and evaluation tool is a continual process of observation and documentation 
of learning (Aleinikov 2002; Orr et al., 2018). Therefore, they should utilize the strategies of 
observation and documentation in the assessment and evaluation process in kindergarten 
institution.   
 

Conclusion  

Children attend schools as active thinkers, owning their own natural curiosity and 
eagerness to search for information. The main purpose of education is to establish students 
to become independent, creative, and critical thinkers. Teachers as the core of education 
have a vital role to support this development through making capitalization on children’s 
natural desire to explore, manipulate, and discover. Teachers are the key holders of the 
scientific ideas of the values and responsibilities for students and are the first parties to train 
them to become valuable human beings.  The present study aimed at informing the 
pedagogical competence of teachers to carry out the interactions of the teaching and learning 
process and to make assessment in the development of the cognitive aspects of the children 
in one Indonesian kindergarten. The Findings of the study revealed Indonesian kindergarten 
teachers perspectives about their pedagogical competences. The teachers involved in this 
study reported their focus and did maximal efforts to the three activities or themes (teachers’ 
competence for planning teaching and learning programs, teacher competence for 
implementing interaction or managing teaching and learning processa and teachers’ 
competence for conducting learning assessment and evaluation). Based on the interview, 
some problem might disturb their teaching and learning activities. Those problems revealed 
including namely limited learning materials and access to the Internet as well as lack of 
training, lack of art media for the students to learn while they need the media to keep active 
in the classroom, and teachers’ comprehension of factors affect learning and achievement 
through the process of assessment and evaluation. Indonesian government should be more 
attentive to these problems.  

 
Acknowledgments  

Special thanks to the research center, Universitas Islam Negeri Sulthan Thaha 
Saifuddin,  Jambi,  Indonesia for the funding through the Basic Study Program 
Development Research cluster of the Islamic Higher Education, the Ministry of Religious 
Affairs Republic of Indonesia.  
 

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Biographical notes 

 
MUHAMAD TARIDI

 
works as a lecturer at Universitas Islam Negeri Sulthan 

Thaha Saifuddin, Jambi, Indonesia. Email: taridi@uinjambi.ac.id  

AMRIN DONO works as a lecturer at Universitas Islam Negeri Sulthan Thaha 
Saifuddin, Jambi, Indonesia. 

 

 

 

http://it.coe.uga.edu/itforum/paper89/ITForumpaper89.pdf
mailto:taridi@uinjambi.ac.id