Media and digital literacies in Canadian teacher educators’ open educational practices: A post-intentional phenomenology

Chapter summary

In summary, this introductory chapter lays out the background and explores my rationale for conducting this research. Then the research questions are stated. My researcher positionality is presented and the reasoning for the alternative design used for this dissertation document is explained. Table 1 provides a synopsis of my research agenda as recommended by Cresswell (2012) and modelled by Paskevicius (2018).
Table 1 – Synopsis of Research Agenda
TopicA post-intentional phenomenological study into the media and digital literacies in Canadian teacher educators’ open educational practices.
ProblemIdentified needs for media and digital literacies are found in global and national level reports. This presents an ever more pressing problem for teachers and teacher educators given the current priority for online and remote educational instruction.
PurposeMy purpose for this research is to add to the corpus of research focusing on teacher educators and aims to expand understanding of open educational practices from teacher educators’ contexts by examining the lived experiences of teacher educators who reveal their teaching practices openly, with a specific focus on their understanding and practice with media and digital literacies.
Research QuestionsWhat lived experiences of media and digital literacies are evident in the open educational practices of teacher educators in Canadian faculties of education?
  • What are the lived experiences with media and digital literacies of teacher educators?
  • How do media and digital literacies inform or shape practices of teacher educators immersed in OEPr?
  • What are the lived MDL experiences of teacher educators in Canada, as evidenced in the ethos and actions within their OEPr?

          In the next chapter I provide the theoretical and conceptual frameworks used in this dissertation research. This includes the theories of socio-constructivism, connectivism, philosophy of technology, and pragmatism. I explore phenomenology with a focus on post-intentional phenomenology (P-IP) as a framework for this research. Under the conceptual frameworks section, I examine fields of endeavour relating to teacher education and teacher educators, media and digital literacies, and open education. 

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