ABSTRACT
Excellence in teaching practice represents the quality of effective teaching in the classroom. Research highlights the quality of teaching as a key factor of differences that leads to cognitive, physical, social, emotional, and moral developmental gains that carry over into later stages of development (Agbenyega, 2013; Berk, 2006; Fauth & Thompson, 2009). The intention of this research is to investigate teachers’ perspectives, values and practices, explore their expectations, and investigate concerns that the teachers around Jakarta have to cope with in their classroom. The researchers believe that these factors provide contribution in creating excellence for young children’s achievement. This study revealed that teachers viewed the excellence in teaching practice in relation to their competencies in handling children. Three themes emerged from the teachers’ Focus Group Discussion (FGD), namely professional knowledge issues, teaching strategy, and workload concern and salary expectation. Findings from this study indicated the need to give greater emphasis to understand the concerns of early year’s teachers when trying to maintain a good quality teaching. It also highlights the importance of training for early childhood teachers to enhance their excellence in teaching practices.
