Digital Spaces for Complex Identities: Teacher Educators Advancing Open Pedagogy Practices for Preservice Teachers

• In Event: AERA Poster Session 12
  In Poster Session: Understanding Virtual Cognitive Development and Digital Identity in Equitable Teaching and Learning Spaces (San Diego)

Abstract

This study examines the impact of open pedagogy practices within teacher education courses on teacher candidates’ use, perceptions, and imagined future use of open pedagogy, as it relates to opportunities for equitable and inclusive digital production. Drawing on sociocultural and multimodal theories, this paper analyzes teacher candidates’ responses to the use of open pedagogy as a learner and teacher. Through ethnographic methods, three interpretations emerged, highlighting the importance of opportunities for collaborative open pedagogy practices within teacher education programs: audience awareness, learner identity, and teacher identity for teacher candidates. Findings show how open pedagogy practices in teacher preparation programs has the potential to increase equity-oriented, open pedagogy in K12 schools.

Authors

• Stephanie Rollag Yoon, The College of Saint Scholastica

• Staci Gilpin, University of North Dakota