Strengthening Early Childhood Education Teacher's Competence In East Nusa Tenggara Through Contextual Learning Grounded In Local Values And Culture
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Abstract
Early Childhood Education (ECE) in East Nusa Tenggara (NTT) faces significant challenges related to low teacher competency, limited access to professional training, and the mismatch between national training materials and local cultural–linguistic contexts. These issues affect teachers’ ability to design learning experiences that are relevant to the developmental needs of children in rural areas. This article analyzes the potential of contextual learning grounded in local values and culture as a strategy to strengthen the competencies of ECE teachers in NTT. Using a literature review approach, the study examines educational statistics, previous research findings, theories of contextual learning, and Christian educational perspectives on child dignity and the role of teachers. The findings indicate that contextual learning models that integrate mother tongue, oral traditions, social practices, and communal values can enhance teachers’ pedagogical, social, and personal competencies. Christian educational perspectives—drawing from the works of Antone, Groome, Palmer, and Bunge—provide a theological foundation that affirms children’s cultural experiences as integral to character formation. The article concludes that strengthening teacher competencies in NTT requires culturally grounded training and sustained mentoring that actively involves local communities.
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