Reconceptualizing Teacher Professional Development Through A/r/tography

• In Event: Roundtable Session 4
  In Roundtable Session: Arts, A/r/tography, and Identity

Abstract

In hopes of helping teachers confront the difficulties of implementing multiple and digital literacies theory into their classrooms, this presentation outlines how a/r/tography action research contributed to reconceptualizing professional development of Prince Edward Island K-12 teachers in multiple and digital education. An a/r/tographic approach allowed teachers to engage in research while advancing their own artistic creative analytical processes, which were designed to strengthen their teaching practices. This project focused on developing an ethos that enables educators to position themselves within society as artists/researchers/teachers. By reinventing the teacher’s role (as a/r/tographers) while supporting and promoting focus on their artistic creation and agency, findings suggest that teachers appear to be better prepared to address the complexities inherent in multiple and digital education.

Authors

• Mitchell McLarnon, McGill University

• Sean P. Wiebe, University of Prince Edward Island