A PERSPECTIVE ON THE TEXT AND METHODS USED BY A FIRST-YEAR KINDERGARTEN TEACHER IN THE CREATION OF AN ONLINE KINDERGARTEN COURSE

Abstract

This study employs a quantitative approach to examine the ways in which a first-year online kindergarten instructor plans lessons using several literacies. With a focus on digital, visual, as well as critical literacies, data was collected using a quantitative method approach via surveys and assessments of lesson plans. Thirty online kindergarten classes delivered over the period of a semester were evaluated for literacy components and instructional techniques. A statistical study revealed a correlation between the frequency with which the teacher employed various literacies in the classroom and their level of conceptual understanding. Students were 25% more engaged in class when teachers used strategies that included multiple literacies, as compared to teachers who used more traditional techniques. The findings highlight the critical need of assisting first-year teachers in developing a comprehensive understanding of various literacies, particularly in digital settings. The instructor's academic knowledge and their inconsistent practical application seem to be at odds with one another. These results stress the necessity for specialist educational initiatives that provide first-year educators with resources to design engaging online courses. This study contributes to the ongoing discussion on preschool education by drawing attention to the requirement of various literacies in designing effective online learning environments. Further research with more diverse settings and larger samples is needed to better understand how to support first-year teachers' professional development as well as curriculum development.