Teachers leadership in encouraging the implementation of deep learning through internal training programs at kindergarten children Ceria Bandung

Abstract

This study examines how teacher leadership supports the implementation of deep learning through Internal Training (IHT) in an early childhood education setting. The research is grounded in the need for practice-based professional development that enables early childhood teachers to design learning experiences that are meaningful, play-centered, and inquiry-oriented. Conducted at Kindergarten Anak Ceria Bandung, the study employs a descriptive qualitative approach involving classroom teachers and the school principal, who work collaboratively as facilitators and instructional coaches. Data were collected over a three-month period through classroom observations, IHT observations, in-depth interviews, and document analysis. The findings show that teacher facilitators assume multiple leadership roles, including motivating peers, collaborating in lesson planning, modeling developmentally appropriate instructional strategies, and guiding reflective dialogue through structured tools such as the 2+1 feedback protocol. Techniques such as Think–Pair–Share, gallery walks, and micro-coaching help establish a supportive professional culture that promotes innovation and shared pedagogical growth. The study also identifies notable improvements in classroom climate and child engagement following the adoption of deep learning practices. As teachers reduce worksheet-driven routines and introduce open-ended play, thematic learning centers, and inquiry-based activities, children demonstrate higher levels of curiosity, confidence, and sustained involvement in learning. They participate more actively in discussions, explore materials with greater purpose, and collaborate constructively with peers. These patterns illustrate how deep learning principles nurture cognitive, social, and emotional development through hands-on exploration and meaningful interaction. The study highlights that sustainable improvement in early childhood education grows from within teacher communities. Strengthening professional collaboration not only builds collective capacity but also enhances teachers’ commitment to creating learning environments that nurture deep, meaningful, and developmentally appropriate engagement among young children.