Negotiating a Multiliteracies Pedagogy in International Preservice Teacher Education

• In Event: Preparing Teacher Candidates for Technology-Integrated Instruction

Abstract

This in-depth qualitative study investigates the pedagogies, visions and goals of six international literacy teacher educators using a multiliteracies lens. Three significant themes were revealed during the analysis indicating these literacy teacher educators prioritize theory equally with practical experiential learning, building meaningful relationships with their student teachers and preparing their student teachers for future classrooms as well as the classrooms that exist today.

Authors

• Cathy Marie Miyata, University of Toronto

• Clare Kosnik, University of Toronto

• Pooja Dharamshi, University of Toronto - OISE

• Lydia Menna, OISE/University of Toronto