Negotiating a Multiliteracies Pedagogy in PreService Teacher Education

Negotiating a Multiliteracies Pedagogy in Pre-Service Teacher Education Cathy Miyata University of Toronto

Literacy/English is a vast field that is changing quickly. The accessibility of various technological tools and shifts in communication practices provoke questions around how literacy education is to be engaged within classroom contexts. (Kosnik, Menna, Dharamshi, Miyata & Beck, 2013)

Background: Ø Literacy Teacher Educators: Their Backgrounds, Visions, and Practices Ø to study in depth a group of literacy/English teacher educators, with attention to their backgrounds, knowledge, research activities, identity, view of current government initiatives, pedagogy, and course goals.

Participants Ø 6 literacy teacher educators Ø Canada, US, UK, Australia Ø 1 New career: 0 – 5 years experience; Ø 2 Mid-career: 6 - 10 years experience; Ø 3 Later-career: 10 + years experience

Methodology Ø Ø Interviews Course-related materials Research/Writing Nvivo for data analysis

Nodes/Themes Early Childhood Future Plans Gaps in Knowledge Goals Identity Turning Points Influences on practice Pedagogy Qualities of TE

Theoretical Framework 6 Themes (Rowsell, Kosnik and Beck, 2008) Recognizing a diversity of language forms Ø Combining the old and the new in literacy pedagogy Ø Applying a broad concept of literacy Ø Building an inclusive, critical approach to literacy Ø Balancing social, cultural, and individual perspectives Ø Implementing a constructivist, dialogical approach Ø

Findings 3 Themes: Ø Balancing practice and theory Ø Relational teaching Ø Vision of the future

Balancing practice and theory � Provide a strong theoretical base � An LTE should have extensive knowledge & research experience � Student teachers need practical hands-on experience

“…every class starts with some kind of a theoretical position. ” Sharon “…how do I talk to a child and respond. And then how do I support the child by practicing a very particular dialogical pedagogies” Caroline

Relational teaching � Supported socio-cultural notion of Multiliteracies � Developed students meaningful relationships with

“Being closely attentive to what my student teachers are doing and saying seems hugely important to me. ” Justin

Vision of the future � Mindful of changes in society and communication channels � Set goals for an unknown future

“I’m constantly trying to figure out how to prepare student teachers for the schools that we have, while simultaneously preparing them for the schools that we want”. Pietro

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