Ethnodrama and Multimodality: Teaching and Research Methodology for Writing Pedagogies With Preservice Teachers

• In Event: Coconstructing Methodology and Curriculum: Blurring Boundaries Within the Classroom

Abstract

This practitioner inquiry study of a multimodal and ethnodramatic pedagogy offers an innovative methodology for teaching and researching with pre-service teachers. It seeks to answer how multimodal writing embedded within ethnodramatic frameworks can aid pre-service teachers as both researchers and designers of writing pedagogies for and with adolescents. It opens an important conversation about how ethnodrama frameworks can support pre-service teachers as multimodal writers as well as how ethnodrama frameworks can facilitate pre-service teacher critical awareness of how to interrogate existing and emergent writing pedagogies. An interdisciplinary approach to the teaching, research, and designing of writing pedagogies, it adapts grounded theory (Strauss & Corbin, 1990) analytic methods in conjunction with multimodal design frameworks to analyze student multimodal writing and reflections.

Author

• Sarah Reed Hobson, SUNY - College at Cortland