Curriculum Orientations of Virtual Teachers

Abstract

This study explored the curriculum orientation preferences of K-12 public school teachers who provided instruction in virtual settings (n=47) in a midwestern state. Curriculum orientations were explored using a mixed-methods design. Quantitative assessments data revealed a pattern of curriculum orientations similar to teachers working in brick-and-mortar settings. However, qualitative interviews conducted with a sub-sample of 10 participants indicated that these virtual teachers expressed a choice to use online instruction to develop the whole child, to connect with the family, and to make the overall educational experience practical and pertinent to the learner and the local context. In addition, they highlighted a lack of appropriate professional education and experiences to prepare them to implement curriculum in a virtual environment. The combination of quantitative and qualitative procedures and related data provided a broad and deep understanding of teachers' curriculum preferences as they related to making instructional decisions in a virtual school environment. 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 viewed in different settings.