Challenges Educators Face in Incorporating Indigenous Story-Based Pedagogy (ISBP) into Classroom Instruction: Evidence from Bongo District, Ghana

Richard Amoah


Indigenous story-based pedagogy in early childhood education plays a significant role in knowledge construction as situated in the cultural ecosystem of learners. The study assessed early childhood educators' challenges in incorporating indigenous story-based pedagogy in the Bongo District of Ghana. The research employed a qualitative study approach. Research participants were chosen through a purposive and convenient sampling strategies to provide information for the study. Forty (40) participants of early childhood educators and headteachers were interviewed using an interview guide with questions framed from the research questions to elicit qualitative data from them. The approach was triangulated by observing educators' work in the classroom and views from key informants from the Bongo education directorate. Key findings of the research emerged that early childhood educators demonstrate inadequate knowledge of indigenous story-based pedagogy in the classroom. Insufficient skills in creative pedagogy using indigenous stories, negative attitude towards early childhood education, and indigenous stories as a tool for teaching. Others are inadequate related teaching and learning resources (TLRs), ineffective policy implementation of the KG curriculum, and the general concentration on Eurocentric-based curriculum and pedagogic approaches. Therefore, the study recommends revising training content and context for educators to incorporate indigenous based-stories in the classroom, in-service training for educators on the field on the policy. Framing training modules for educators should depict the local knowledge systems and ensure effective implementation of policies and curricula. School authorities should strengthen school-community relations and the need for educators to develop a positive attitude towards the pedagogy of indigenous knowledge systems.

Keywords:Indigenous story-based pedagogy, educators, indigenous knowledge systems, pedagogy, early childhood education.

DOI: 10.7176/JEP/13-9-09

Publication date:March 31st 2022

Full Text: PDF
Download the IISTE publication guideline!

To list your conference here. Please contact the administrator of this platform.

Paper submission email:

ISSN (Paper)2222-1735 ISSN (Online)2222-288X

Please add our address "" into your email contact list.

This journal follows ISO 9001 management standard and licensed under a Creative Commons Attribution 3.0 License.

Copyright ©