Abstract
This longitudinal research study explores the pedagogy of multiliteracies in the first professional 4 years of teaching by recent education graduates in Ontario, Canada. Within this longitudinal study, the philosophical foundations of identity and worldview of practicing teachers are illuminated as being pertinent to how these teachers reflect upon, inform, and engage their pedagogical decisions. Data from this study reveals a story of change from teacher candidate to practicing teacher while progressing in multiliteracies pedagogy over time. Findings suggest that both experience and time to apply educational learning to professional practice are significant in the progress of beginning teachers in becoming confident and creative in their classrooms when applying new ways of teaching and learning within pedagogy.
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This study was funded by Redeemer University with an Internal Research Grant ($1500).
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All authors contributed to the study conception and design. Material preparation, data collection, and analysis were performed by Terry Loerts and Christina Belcher. The first and subsequent drafts of the manuscript were written by Terry Loerts and Christina Belcher. All authors read and approved the final manuscript.
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This study was approved by Redeemer University’s Research Ethics Review Committee (RERC) in accordance with the ethical standards as laid down in the 1964 Declaration of Helsinki and the Tri-Council Policy Statement for Ethical Conduct for Research Involving Humans (TCPS 2) from the Government of Canada. (Approved on December 18, 2014, RERC Code: 2014-A-Loerts)
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This study was granted approval by Redeemer University’s Research Ethics Review Committee for informed consent because the data collected were responses from human participants.
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Loerts, T., Belcher, C. Pedagogy in the context of multiliteracies: A longitudinal study of new educators. AJLL 47, 107–124 (2024). https://doi.org/10.1007/s44020-023-00052-4
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DOI: https://doi.org/10.1007/s44020-023-00052-4