Curriculum Orientations of K-12 Virtual Teachers in Kansas

Abstract

This study explored the curriculum orientation preferences of K-12 public school teachers who provided instruction in virtual settings in a midwestern state. An examination of curriculum orientations was conducted using a mixed-methods design. Quantitative assessments data revealed suggest these virtual teachers chose similar curriculum orientations when compared to teachers in brick-and-mortar settings. However, qualitative interviews conducted with a subsample of participants indicated these virtual teachers expressed a choice to use online instruction to meet the needs of students more holistically including family and environment. Furthermore, they emphasized a lack of appropriate professional education, mentoring, and experiences to prepare them to make instructional decision in a virtual environment. The combination of quantitative and qualitative procedures provided a comprehensive understanding of teachers’ curriculum preferences and conceptualization. In addition, these results contribute to the growing body of knowledge about K-12 virtual teachers and the importance of understanding the way curriculum is perceived in different settings.