Exploring Multiliteracies Pedagogies With Pre-Service Teachers

2019 ◽  
pp. 178-192
Author(s):  
Joanne A. Robertson
Keyword(s):  
Teacher Educator ◽  
Research Literature ◽  
Literacy Programs ◽  
Teacher Education Programs ◽  
Self Study ◽  
Canadian Perspective ◽  
Study Methodology ◽  
The Rich ◽  
New London

This chapter provides a review of the research literature related to contemporary views of literacy, including the concept of multiliteracies that originated with the New London Group in the 1990s. The chapter aims to facilitate understanding of a pedagogy of multiliteracies from a Canadian perspective, both in terms of the current research agenda and the implementation of multiliteracies in practice, with a specific focus on the role of teacher education programs. Using a self-study methodology, the author shares her experiences as a teacher educator in British Columbia and proposes a pedagogical framework for pre-service teachers that aims to deepen their understanding of multiliteracies through situated practice, overt instruction, critical framing, and transformed practice. The chapter includes a discussion of digital resources that may enhance educators' ability to design literacy programs that are responsive to the rich cultural and linguistic identities of their students.

scholarly journals Culturally Competent and Socio-politically Conscious Teaching: A Teacher Educator Works to Model the Journey to Critical Cultural Competence

2008 ◽  
Vol 10 (1) ◽  
Author(s):  
Diane Alice Ross
Keyword(s):  
United States ◽  
Teacher Education ◽  
Cultural Competence ◽  
Teacher Candidates ◽  
Teacher Educator ◽  
The United States ◽  
Teacher Education Programs ◽  
Culturally Competent ◽  
Political Awareness ◽  
Self Study

The purpose of this article is to present the self-study of a teacher educator who is concerned about cultural competence, socio-political consciousness, social justice, and peace in her preparation of teacher candidates. She recounts her experiences at the European Peace Institute (EPU) in Stadtschlaining, Austria, and how experiences with these students impact her perspective on teacher education in the United States. Sharing the voices from students at EPU provides a means of consciousness-raising for the teacher educator. She provides examples of ways to bring a more culturally competent and socio-political awareness to teacher education programs in the United States.

scholarly journals “I’m hiding”: Using the Stories-Around-Poems to Explore the Role of Vulnerability in Today’s University Classrooms

2018 ◽  
Vol 11 (2) ◽  
pp. 179-193
Author(s):  
John L. Hoben ◽  
Sarah R. Pickett
Keyword(s):  
Transformational Learning ◽  
Critical Incidents ◽  
Learning Experiences ◽  
Confessional Poetry ◽  
Self Disclosure ◽  
Self Study ◽  
The Creation ◽  
The Rich ◽  
University Classrooms

This self-study examines the authors’ attempts to use narrative to create impactful and transformational learning experiences. The essay describes a process of auto-ethnographic inquiry during which the researchers explored critical incidents related to their use of stories in university classrooms. Further discussion of these experiences led to the creation of two individual poems that deepened our appreciation for the rich connections between narratives and confessional poetry. By using these research tools, the authors explore the role of vulnerability and self-disclosure in the creation of meaningful classroom encounters.

scholarly journals Identity of foreign language pre-service teachers to speakers of other languages: Insights from Brazil and Chile

2019 ◽  
Vol 1 (21) ◽  
pp. 62-75 ◽  
Author(s):  
Renata Archanjo ◽  
Malba Barahona ◽  
Kyria Rebeca Finardi
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Teacher Identity ◽  
Teacher Education Programs ◽  
Case Study Methodology ◽  
Speakers Of Other Languages ◽  
Multiple Case ◽  
Study Methodology

The aim of this paper is to examine the identity of foreign language (FL) pre-service teachers in two distinct contexts: Brazil and Chile. A multiple case study methodology was used to investigate how foreign language pre-service teachers develop and conceptualize their teacher identity in three different teacher education programs—two in Brazil and one in Chile. The analysis focused on three main issues: emerging identities, the role of foreign language proficiency, and the practicum as a mediating space to develop teacher identity. Results of the two case studies situated in Brazil suggest that FL pre-service teacher identity is shaped by their beliefs on language proficiency. The case study in Chile confirmed that pre-service teachers’ identity oscillates between identifying as students and as teachers. Overall, results of the study suggest that FL teacher identity is shaped by notions of legitimization of the teacher’s role and language proficiency.

Role of Mentorship and Reflection in Leading Learning Through Making

2021 ◽  
pp. 148-164
Author(s):  
Jennifer V. Lock ◽  
Kristi-Mari Fedorko-Bartos ◽  
Kristal Louise Turner ◽  
Kathy Wise
Keyword(s):  
Informal Learning ◽  
Learning Environments ◽  
Pilot Project ◽  
Reflective Process ◽  
Informal Learning Environments ◽  
Self Study ◽  
Formal And Informal Learning ◽  
P 16 ◽  
Study Methodology

There is a growing trend of learning through making in P-16 education in both formal and informal learning environments. In the informal learning environments, who provides support and mentorship for learning through making? In this chapter, the authors report on a maker mentor pilot project using a self-study methodology. This initiative was designed to develop knowledge and skills using a mentoring approach to support learning through making with pre-service and in-service teachers, and to model reflective practice. Using a reflective process, they share insights into the work of maker mentors, what worked well, as well as recommendations to enhance this mentoring initiative. They conclude with three implications for practice in support of the role of maker mentors.

Generating Prosperity for Working Families in Affluent Countries

2018 ◽  
Keyword(s):  
Economic Growth ◽  
Real Income ◽  
Living Standards ◽  
Financial Strain ◽  
Inclusive Growth ◽  
Working Families ◽  
The Rich ◽  
Rich Countries ◽  
Analysis Of Performance

This book addresses the central challenge facing rich countries: how to ensure that ordinary working families see their living standards and the prospects for their children improve rather than stagnate over time. It presents the findings from a comprehensive analysis of performance over recent decades across the rich countries of the OECD, in terms of real income growth around and below the middle. It relates this performance to overall economic growth, exploring why these often diverge substantially, and to the different models of capitalism or economic growth embedded in different countries. In-depth comparative and UK-focused analyses also focus on wages and the labour market and on the role of redistribution. Going beyond income, other indicators and aspects of living standards are also incorporated including non-monetary indicators of deprivation and financial strain, wealth and its distribution, and intergenerational mobility. By looking across this broad canvas, the book teases out how ordinary households have fared in recent decades in these critically important respects, and how that should inform the quest for inclusive growth and prosperity.

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