An Examination Of A First-Year Kindergarten Teachers' Opinions And Execution Of Diverse Skills Programs For An Online Kindergarten

Abstract

A first-year online kindergarten teacher's use of several literacies in lesson planning is the focus of this quantitative research. Data was collected employing a quantitative method approach via surveys and evaluations of lesson plans. The emphasis was on digital, visual, and cognitive literacies. Thirty online kindergarten courses were assessed for reading skills and teaching methods over the period of one semester. The frequency with which teachers used tasks requiring different literacies was highly correlated with their conceptual knowledge, according to statistical studies. Comparing conventional methods with ones that included several literacies resulted in a 25% improvement in class participation evaluations. Helping first-year teachers have a good grasp of diverse literacies, especially in digital environments, is vital, according to the research. It would seem that the instructor's theoretical understanding and inconsistent actual implementation are in conflict with one another. These findings highlight the need for targeted education programs that provide first-year teachers with tools to create interesting online lessons. By highlighting the significance of different literacies in the development of successful online learning settings, this research adds to the continuing conversation about preschool education. Conducting further study with bigger samples and a broader variety of situations will greatly benefit first-year instructors in their professional development and curriculum creation efforts.