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A Case Study Exploring a Novice Kindergarten Teacher’s Perceptions and Practice of the Multiliteracies Pedagogy in his Virtual Kindergarten Classroom
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In: Electronic Thesis and Dissertation Repository (2022)
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Abstract:
Teachers faced many challenges as they transitioned to online learning during the COVID-19 pandemic. The increase of technology brought the concept of multiliteracies, broadening the term literacy to include the social and cultural backgrounds of students (Baguley et al., 2010), by acknowledging multimodality to represent and communicate using images, words, sounds and digital media (Walsh, 2010). This case study aims to explore how a kindergarten teacher understood and implemented literacy and the multiliteracies pedagogy in an online environment. Data collection included virtual interviews, teacher reflective notes, teaching literacy resources, researcher observation, and student work samples. Findings indicate the teacher’s literacy teaching focused on phonological awareness, phonemic awareness and letter-sound correspondences. The teacher also faced challenges, such as lack of teacher preparation during his Bachelor of Education program, insufficient training and professional development from his workplace, inconsistency of the quality and utility of technology, constraints of virtual learning for young learners, and varying degrees of parental support. The results of this study indicate the importance of preparing pre-service teachers in Bachelor of Education programs and in-service teachers on continuous professional development on evidence-based literacy programs, multiliteracies and virtual learning.
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Keyword:
case study; Curriculum and Instruction; kindergarten; multiliteracies pedagogy; multimodality; virtual classroom
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URL: https://ir.lib.uwo.ca/etd/8471
https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=11134&context=etd
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