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

Introduction

This dissertation outlines my exploration into the lived experiences of teacher educators in Canadian faculties of education (FoE) applying media and digital literacies within an openly shared teaching practice. I stand within the confluence of three fields of study, so this research emerges from my own lived experiences as a teacher educator, open educator, and explorer of critical media and digital literacies. This research is a response to my passion for bringing teacher education into the open, a desire to amplify teacher educator’s voices beyond the field of education, and examine the living literacies (Pahl & Rowsell, 2020) found within experiences in teaching practices, particularly where media and digital literacies are evident. This research supports the growing demand for media and digitally literate educators (CMEC, 2020) and responds to global calls for open educational practices (Bates, 2019; Montoya, 2018).

          For this research, I apply a post-intentional phenomenological methodology to explore teacher educators’ stories of their lived experiences within their participatory, collaborative, networked, shared, and public-facing educational practices (Cronin & MacLaren, 2018; Lohnes Watulak, 2018; Lohnes Watulak et al., 2018; Tur et al., 2020). Current research in the field of open educational practices (OEPr) has limited exploration in the field of teacher education and has yet to explicitly examine the critical role played by media and digital literacies (Bozkurt et al., 2019; Cronin, 2017). This prompted my wonderings about how teacher educators’ OEPr are impacted by the application or absence of media and digital literacies?

 

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