Summaries
In Chapter two I present the literature review, which begins with theoretical frameworks underpinning this research. I explore the theories of socio-constructivism, connectivism and pragmatism. I bring a focus on phenomenology to describe and differentiate between transcendental, interpretive, and post-intentional phenomenology. I then share conceptual frameworks for teacher education, open education, and literacies. For the broader field of education, I narrow my focus to examine the concept of education from a teacher educators’ perspective. From the broader field of open education, I identify and explore the concept of open educational practices with a focus on teaching and learning in higher educational contexts. I share current and historical conceptions of literacies with a focus on media and digital literacies. I conclude this chapter with an attempt to untangle concepts surrounding skills, fluencies, competencies and literacies in the field of media and digital education as it applies to teacher educators.
Chapter 3 contains the research design for this doctoral inquiry. I present the methodological design components relating to post-intentional phenomenology and introduce the application of a crystallization methodology to my research. I then identify methods for gathering data, the research phases and timelines, identify the participant selection process and methods to ensure anonymity, the interview design and process, and the coding and analysis process. This chapter concludes with my considerations for validity and specific ethical research practices.
Chapter 4 presents the research findings. I reiterate the research question in order to position the findings within the framework for this doctoral inquiry. I describe my data analysis process as a diamond in the rough. I outline the facets revealed from the data for this study: becoming a teacher educator, open educational practices, and media and digital literacies. I begin with origin stories participants identified in becoming a teacher educator. Facets included in the OEPr section of the findings include access, choice, and connections. Facets identified in the media and digital literacies section include communication, creativity, and criticality. I conclude this chapter with some crystallizing thoughts about the findings.
In Chapter 5, I present the discussion of the findings within four dimensions of media and digital literacies, with explicit connections to MDL research frameworks that shape the OEPr of the participants in this research. Dimension one identifies elements of communication, with a focus on communication as a human right for a common good and on human beings as storytellers by nature. Dimension two focuses on creativity with remix and problem solving identified as creative acts. Dimension three examines connecting with communities with a focus on equity, care, and social justice. Dimension four explores criticality within the selection of tools, technologies, spaces, and places, as well as a critical examination of boundaries and criticality in datafication. The chapter concludes with a crystallization of the discussion.
Chapter 6 concludes this dissertation document with contributions, implications, limitations, and final thoughts. This chapter begins with a summary of the thesis. In the reflections I identify why this study is significant not only as a contribution to research in teacher education, but also as the impetus for teacher educators to infuse media and digital literacies and open educational practices into their work with teacher candidates. It offers insights into the ways in which teacher educators can shift their educational practices in communication, creativity, connectedness, and criticality beyond the physical and temporal constraints imposed by faculty of education processes. Implications and recommendations for further research are presented.