Misguided Pedagogy: Thinking Multimodalities, Teaching Single Modalities, Omitting Embodied Learning (Poster 33)

• In Event: Sunday Poster Session 7:45 am
  In Poster Session: Early Education and Child Development: Poster Session 2

Abstract

We raise developmental concerns over the ways in which current assessments guide teacher educators to teach about multimodal learning. We suggest that current assessments (e.g., edTPA) force teacher educators to approach multimodality as piecemeal experiences, curtailing teachers’ responses to the child as an embodied learner. We trace this practice to the dominance of measurement in education that supports the mainstream culture’s quest for accountability in teacher preparation and children’s learning. We consider the implications and significance of this misguided aspect of assessment for teacher educator pedagogies and for preparing preservice teachers that results in disenfranchising all young children, but especially low income and children of color who are more vulnerable to poor pedagogy and diminished opportunities for learning.

Authors

• Patricia M. Cooper, Queens College - CUNY

• Rosebud S. Elijah, Hofstra University