Adaptation to New Learning Modalities: A Case Study of Kindergarten Teachers' Practices

Abstract

In response to the "new normal," the Philippine Department of Education (DepEd) developed the Elementary Education Learning Continuity Plan. This plan outlined a series of educational initiatives to address fundamental education issues arising from the pandemic. The purpose of this study was to explore kindergarten teachers' practices toward the adaptation of new learning modalities. The focus group discussion included nine (9) selected kindergarten teachers from the Digos City Division, 5 parents, and 4 school heads who were invited for virtual interviews. The data were recorded, transcribed, coded, and analyzed. Thematic analysis was used to examine the data, and the study's results concluded with core ideas, major themes, and overarching themes being formulated. As catalysts for lifelong learning in the 21st century, teachers served as implementers of learning modalities and collaborated strongly with stakeholders to fully understand the new learning environment. Teachers provided social-professional support to learners, developing the required domains of kindergarten to ensure readiness for Grade 1. Also, results highlighted the application of social intervention and innovative teaching as teachers embraced technological teaching, adaptation to homeschooling, introduction of best practices in teaching, and the cultivation of a positive attitude to successfully implement new learning modalities.