PERCEPTION OF PROSPECTIVE TEACHERS ON FOLKLORE-BASED LEARNING

Folklore-based learning integrates traditional oral narratives, cultural heritage, and indigenous knowledge into educational settings, fostering deeper engagement and contextual understanding among students. This study explores the perceptions of prospective teachers regarding the usefulness of folklore-based learning in contemporary classrooms. The data were gathered from prospective teachers to perceive their views on implementing folklore as a pedagogical tool.A teachers role and performance significantly impact the overall educational process. To enhance education, teachers must adopt diverse teaching methods. The implementation of folklore-based learning helps teachers teach effectively and improves students learning abilities. Folklore-based learning aims to maintain high educational standards by integrating cultural heritage into pedagogy. The study also shed lights on the perceptions of prospective teachers regarding folklore-based learning, highlighting its potential to enrich educational experiences and promote cultural heritage. A normative survey method was employed to gather data from prospective teachers, examining their views, concerns, and suggestions for integrating folklore-based learning into the curriculum. The findings indicate that folklore fosters creativity, critical thinking, and cultural awareness among students. However, challenges such as curriculum integration and resource availability must be addressed. This study emphasizes the need to incorporate folklore-based methodologies into teacher education programs to support culturally responsive teaching.