Abstract:

This practice-based paper showcases the design, implementation, and process reflection of a teacher education course on the topic of multiliteracies. The course was geared towards teacher candidates in their second (and final) year of the teacher education program at a Canadian university. This particular cohort of teacher candidates was deeply impacted by COVID-19 related school closures, limiting their possibility to complete practicum experiences in a classroom setting. At the same time, in a year of cultural reckoning, the educational system in Canada was confronted with the need to rethink and renew policies and pedagogies in the framework of anti-biased and anti-racist teaching. In response to this scenario, the course A Pedagogy of Multiliteracies was redesigned to include three main aspects:
(1) pivot the delivery mode to online,
(2) emphasize professional guidelines and pedagogical strategies for teaching and learning online, and
(3) expand curriculum content on culturally relevant pedagogy to include anti-biased and anti-racist teaching ideas and practices.

This paper uses S-STEP (Self-Study of Teacher Education Practices) methods to question, analyze, and present the redesign of the course A Pedagogy of Multiliteracies, with reflections on online teaching practices and perceptions of teacher candidates' experiences.

Keywords:

Multiliteracies, Teacher Education, Online Learning.