Classroom Practices that Exist when University In-Service Students Teach Informal Geometry

This study examined classroom practices that existed when university in-service students taught informal geometry to pre-school children aged 5-6 years in ten pre-school centres annexed to government schools. The classroom practices examined focused on teacher subject matter knowledge and pedagogical content knowledge and the factors that affect these practices such as class-size, teaching materials, time, strategies, methods and approaches. The philosophical assumption employed was realism using the qualitative lens. The sample was selected using an explanatory sequential design. The methods used for data collection were document analysis, classroom observations, interview and a video. Data was analysed thematically. The findings were that teachers had challenges employing play based pedagogy due to large class size, no assistant teachers, insufficient materials, classroom space for setting corners, unsupportive management and administration, limited time of 30 minutes, lack of professional development, minimal subject matter and pupil absenteeism. The study recommended that, assistant teachers and other helpers need to be attached to these schools, commercially produced materials such as computers need to be provided by relevant authorities, school managers need to be oriented to early childhood provision, professional development be provided to relevant teachers, school health nutrition programme to be extended to early childhood children especially in underpriviledged communities, Early childhood learners be provided with permanent classes, videos be used to assess classroom practice.