Why Teacher Professionalism Matters in Early Education
Early primary education sets the foundation for how children think, learn, and relate to others. At this stage, learning is no longer limited to recognizing letters and numbers. It also involves curiosity, problem-solving, emotional regulation, and collaboration. Global education discourse has increasingly shifted from surface learning toward deep learning, which emphasizes understanding, exploration, and meaning-making rather than routine memorization.
In Indonesia, this shift aligns with national education reforms that promote student-centered learning and character education. Kindergarten teachers are expected to design learning that is contextual, inquiry-based, and responsive to children’s developmental needs. However, classroom practices often remain routine and teacher-centered, limiting children’s opportunities to engage deeply with learning.
The study by Yuni Misrahayu, I Wayan Lasmawan, Desak Putu Parmiti, and I Nyoman Tika addresses this gap by examining how kindergarten teacher professionalism influences the quality of learning experiences in early primary education.
How the Study Was Conducted
The research used a qualitative multiple case study design involving 12 to 15 kindergarten teachers with at least two years of teaching experience. The study took place across several kindergarten schools with diverse characteristics, including public and private institutions.
Data were collected through:
· Classroom observations to document real teaching practices
· Semi-structured interviews to capture teachers’ professional beliefs and reflections
· Analysis of lesson plans, reflection journals, and learning portfolios
Rather than focusing on test scores, the researchers analyzed patterns in how teachers design learning, respond to children’s needs, and reflect on their own practice. The data were examined using thematic analysis to identify recurring professional behaviors linked to deep learning.
Key Findings: What Professional Teachers Do Differently
The study identified three interconnected themes that distinguish teachers who successfully foster deep learning in early education.
1. Teachers act as facilitators, not information providers Professional teachers no longer position themselves as the sole source of knowledge. Instead, they design learning experiences that encourage exploration, dialogue, and meaningful play. Children are invited to ask questions, share ideas, and discover answers through guided interaction. One teacher explained that the role has shifted from explaining everything to prompting children to think independently. This approach supports conceptual understanding rather than mechanical skill practice.
2. Reflection and adaptability drive effective teaching Teacher professionalism is closely linked to reflective practice. Teachers regularly evaluate what worked, what did not, and how learning activities should change. Lesson plans are treated as flexible guides rather than fixed scripts. Teachers adapt activities based on children’s emotions, interests, and responses on a given day. This flexibility allows learning to remain meaningful and developmentally appropriate.
3. A safe and stimulating learning environment enables deep engagement Teachers intentionally create classrooms that feel emotionally safe, inclusive, and rich in learning stimuli. Children are encouraged to experiment, make mistakes, and express themselves without fear. Classroom arrangements often include thematic play areas, hands-on materials, and opportunities for independent or collaborative exploration. Observations showed that children remained engaged longer and demonstrated deeper focus in such environments.
Why Formal Qualifications Are Not Enough
One of the study’s most important conclusions is that teacher professionalism goes beyond certificates and credentials. While formal education is important, it does not automatically lead to meaningful learning experiences.
The researchers emphasize that professionalism also includes:
· Understanding child development
· Making informed pedagogical decisions
· Reflecting on practice
· Designing learning that connects with children’s real lives
As Yuni Misrahayu of Universitas Doktor Husni Inggratubun Papua notes in an ethical paraphrase, professional kindergarten teachers are those who can integrate pedagogical knowledge with reflection and sensitivity to children’s experiences, enabling learning to become meaningful rather than routine.
Implications for Education Policy and Practice
The findings have clear implications for early childhood education in Indonesia and beyond.
· For teacher education programs: Training should emphasize reflective practice, child-centered pedagogy, and curriculum flexibility, not only technical teaching skills.
· For schools: Professional development should support teachers as learning designers who continuously adapt to classroom realities.
· For policymakers: Early childhood education policies should recognize professionalism as a dynamic practice and provide structural support for reflective and adaptive teaching.
By strengthening teacher professionalism in this broader sense, education systems can lay a stronger foundation for deep learning from the earliest stages of formal schooling.
Author Profile
Yuni Misrahayu, M.Pd. is a lecturer at Universitas Doktor Husni Inggratubun Papua, specializing in early childhood education and teacher professionalism.
I Wayan Lasmawan, M.Pd., Ph.D., Desak Putu Parmiti, M.Pd., and I Nyoman Tika, M.Pd. are academics at Universitas Pendidikan Ganesha, Singaraja, Bali, with expertise in pedagogy, curriculum development, and educational research.
Source
Journal Article: Reframing Kindergarten Teacher Professionalism in Nurturing Deep Learning Experiences during Early Primary Education
Journal: Asian Journal of Applied Education
Year: 2026
DOI: https://doi.org/10.55927/ajae.v5i1.16039
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