Operationalizing Teacher Training Programs to Support Creativity and Standardized Assessment in Early Childhood Institutions
DOI:
https://doi.org/10.63011/fx1gh443Keywords:
assessment, early childhood, innovation, teacher training, pedagogyAbstract
This study reports on the implementation of a teacher training program aimed at enhancing pedagogical creativity and the adoption of standardized assessment practices in early childhood institutions. The program was conducted for PAUD teachers in Desa Cicapar, Ciamis Regency, and facilitated by university lecturers with student support. Training activities included the development of creative instructional materials, interactive learning modules, and hands-on sessions on institutional assessment procedures aligned with curriculum standards. 30 Participants actively engaged in discussions, question-and-answer sessions, and practical exercises to strengthen understanding of assessment tools and creative teaching strategies. Results indicate that the training improved teachers’ competence in designing innovative learning resources, applying standardized assessment techniques, and understanding administrative requirements for evaluating student progress. Additionally, the program fostered collaboration between the university, teachers, and local education stakeholders, creating a platform for knowledge exchange and capacity building. The findings highlight the effectiveness of structured, participatory training programs in supporting teacher professional development and advancing early childhood education quality. The study provides insights for scaling similar initiatives in rural educational contexts and integrating practical training with institutional standards.
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