| Summary: | The COVID-19 pandemic necessitated a shift to online teaching and learning, including in preschool education. However, this transition brought about various challenges for preschool teachers, affecting both their teaching practices and students' engagement. This study aims to investigate the challenges faced by preschool teachers during online teaching amid the COVID-19 pandemic, explore the strategies they employ to overcome these challenges, and understand their perceptions of online teaching and learning. Data from 70 preschool teachers from different schools were collected through a quantitative approach using a questionnaire. The survey findings revealed that teachers faced difficulties using the technical instruments due to a lack of training. Additionally, students experienced boredom and disengagement during online classes, and teachers struggled to effectively deliver educational content through digital technologies. Moreover, a lack of knowledge was observed in transforming offline resources into online materials and sharing them on e-learning platforms. The research employed a quantitative method, utilizing closed-ended questions in a questionnaire format. The questionnaires were administered to respondents who agreed to participate in the study through Google Forms, adhering to pandemic restrictions. The research recruitment was carried out through various channels, including Facebook, Twitter, WhatsApp, Email, Short Message Service (SMS), and Instagram. To address the challenges of online teaching and learning during the pandemic, preschool teachers need to have a backup plan and test content before video lectures. Further research is essential to explore other potential challenges impacting online education sessions led by preschool teachers.
|
|---|