Teacher education during times of crisis in Scotland: Reflecting on pandemic pedagogy and critical digital literacy

ML White

doi:10.4324/9781003283737-21

Teacher education during times of crisis in Scotland: Reflecting on pandemic pedagogy and critical digital literacy

ML White^*

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

This chapter describes exploratory research on the challenges and opportunities for critical digital literacy in one teacher education program during the COVID-19 pandemic in 2020. The research focuses on students in the MSc Transformative Learning and Teaching: a two-year, initial teacher education program designed from a social justice perspective and working to produce graduates who position themselves as activist teachers. This research is situated within the traditions of self-study and narrative research. Through analysis of student-produced materials, interviews with student and teacher educators, and a reflection on pedagogy this work sought to understand the lived experiences of being at the frontline of teacher education during the pandemic, providing empirical data to support the inclusion of critical digital literacy in teacher education and the opportunity ‘to reshape education, teacher education, and educational institutions’.

Original language	English
Title of host publication	The Routledge Handbook of Media Education Futures Post-Pandemic
Editors	Yonty Friesem, Usha Raman, Igor Kanižaj, Grace Y. Choi
Place of Publication	London
Publisher	Routledge
Chapter	18
Pages	166-174
Number of pages	9
Edition	1st
ISBN (Electronic)	9781003283737
ISBN (Print)	9781032225036
DOIs	https://doi.org/10.4324/9781003283737-21
Publication status	Published - 13 Sept 2022

Publication series

Name	Routledge Research in Media Literacy and Education
Publisher	Routledge

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10.4324/9781003283737-21

Cite this

White, ML. (2022). Teacher education during times of crisis in Scotland: Reflecting on pandemic pedagogy and critical digital literacy. In Y. Friesem, U. Raman, I. Kanižaj, & G. Y. Choi (Eds.), The Routledge Handbook of Media Education Futures Post-Pandemic (1st ed., pp. 166-174). (Routledge Research in Media Literacy and Education). Routledge. https://doi.org/10.4324/9781003283737-21

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abstract = "This chapter describes exploratory research on the challenges and opportunities for critical digital literacy in one teacher education program during the COVID-19 pandemic in 2020. The research focuses on students in the MSc Transformative Learning and Teaching: a two-year, initial teacher education program designed from a social justice perspective and working to produce graduates who position themselves as activist teachers. This research is situated within the traditions of self-study and narrative research. Through analysis of student-produced materials, interviews with student and teacher educators, and a reflection on pedagogy this work sought to understand the lived experiences of being at the frontline of teacher education during the pandemic, providing empirical data to support the inclusion of critical digital literacy in teacher education and the opportunity {\textquoteleft}to reshape education, teacher education, and educational institutions{\textquoteright}.",

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White, ML 2022, Teacher education during times of crisis in Scotland: Reflecting on pandemic pedagogy and critical digital literacy. in Y Friesem, U Raman, I Kanižaj & GY Choi (eds), The Routledge Handbook of Media Education Futures Post-Pandemic. 1st edn, Routledge Research in Media Literacy and Education, Routledge, London, pp. 166-174. https://doi.org/10.4324/9781003283737-21

Teacher education during times of crisis in Scotland: Reflecting on pandemic pedagogy and critical digital literacy. / White, ML.
The Routledge Handbook of Media Education Futures Post-Pandemic. ed. / Yonty Friesem; Usha Raman; Igor Kanižaj; Grace Y. Choi. 1st. ed. London: Routledge, 2022. p. 166-174 (Routledge Research in Media Literacy and Education).

Research output: Chapter in Book/Report/Conference proceeding › Chapter

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AB - This chapter describes exploratory research on the challenges and opportunities for critical digital literacy in one teacher education program during the COVID-19 pandemic in 2020. The research focuses on students in the MSc Transformative Learning and Teaching: a two-year, initial teacher education program designed from a social justice perspective and working to produce graduates who position themselves as activist teachers. This research is situated within the traditions of self-study and narrative research. Through analysis of student-produced materials, interviews with student and teacher educators, and a reflection on pedagogy this work sought to understand the lived experiences of being at the frontline of teacher education during the pandemic, providing empirical data to support the inclusion of critical digital literacy in teacher education and the opportunity ‘to reshape education, teacher education, and educational institutions’.

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White ML. Teacher education during times of crisis in Scotland: Reflecting on pandemic pedagogy and critical digital literacy. In Friesem Y, Raman U, Kanižaj I, Choi GY, editors, The Routledge Handbook of Media Education Futures Post-Pandemic. 1st ed. London: Routledge. 2022. p. 166-174. (Routledge Research in Media Literacy and Education). doi: 10.4324/9781003283737-21

Teacher education during times of crisis in Scotland: Reflecting on pandemic pedagogy and critical digital literacy

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