Caribbean Early Childhood Educators, Primary Educators, and Student Teachers' Perceptions of Visual Literacy and Visual Images Across the Curriculum

The problem that was addressed through this study is the gap in knowledge about the integration and evaluation of visual literacy and visual images across the curriculum of early childhood educators, primary educators, and student teachers, despite it being a requirement for teachers in the Caribbean education system. Grounded in Hall and Hord’s concerns-based adoption model, the purpose of this study was to explore the perceptions of early childhood educators, primary educators, and student teachers with the integration and evaluation of visual literacy and visual images across the curriculum. For this basic qualitative design, semistructured interviews with 12 participants from one early childhood center, one primary school, and one teacher training institution in the Caribbean were conducted. Thematic analysis using open and axial coding revealed four themes which indicated the participants: (a) relied on their personal learning, (b) were innovative in teaching practices, (c) were desirous of advanced training, and (d) expected future improvements in training and infrastrcture. Results suggest that teachers’ perceptions of visual literacy and an interactive learning environment of visuals and objects can foster creativity in teaching and learning. With ongoing, targeted professional development that supports teachers in integrating visual literacy and imagery into the curriculum, positive social change may occur as children’s classroom experiences become more visually enriched, fostering well-rounded individuals who are equipped to navigate and contribute to an increasingly visual society.