Reflecting Beyond Words: Narrative Inquiry Exploring Multimodal Reflection in Teacher Education

• In Event: AERA Roundtable Session Thursday 2:15 pm - Gold 2
  In Roundtable Session: Narratives of Identity, Resistance, and Reflective Practice

Abstract

Teacher educators are tasked with preparing teacher candidates to be reflective, effective practitioners (InTASC, 2013). Reflective practice can enhance teaching and learning while supporting the practical application of lesson design and delivery (Belvis et al., 2013) and the development of Pedagogical Content Knowledge (PCK) (Shulman, 1986). Multimodal reflection offers concrete models of creative, multisensory, and critical thinking strategies that foster social, creative, and interpersonal skill development. Through storying and restorying their experiences (Clandinin&Connelly, 2000), candidates begin integrating multimodal strategies into instructional planning. This narrative inquiry explores the perceived benefits of multimodal reflection in coursework and its influence on instructional design. Findings suggest positive perceptions alongside a need for explicit support in classroom management and instructional clarity.

Authors

• Amy L. Boniface, Maricopa Community Colleges

• Cyndi Moore, Maricopa Community Colleges

• Meggin Kirk, Maricopa Community Colleges