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ERIC Number: EJ1089376
Record Type: Journal
Publication Date: 2012
Pages: 20
Abstractor: As Provided
Reference Count: 58
ISBN: N/A
ISSN: ISSN-1554-480X
Using Multimodality as a Conceptual Lens: Examining Two Teachers' Learning in the Multiliteracies Teacher Institute Project
Brock, Cynthia H.; Pennington, Julie L.; Ndura, Elavie
Pedagogies: An International Journal, v7 n4 p275-294 2012
Working in conjunction with a local school district in the United States, we developed a professional development project--called the Multiliteracies Teacher Institute Project (M-TIP). It composed of a series of three interrelated university courses that were designed to provide university graduate credit and professional development to teachers whereby they would explore their own situated racial identities as well as the teachers' perceptions of the roles that their situated identities played in their literacy instruction. The purpose of this article is to provide an overview of M-TIP by describing the design and implementation of the overall professional development project as well as the impact of this project on two case study teachers. While this work is contextualized in the United States where it occurred, findings from our work may be useful for teachers and researchers in international contexts sharing similar concerns in their own educational contexts.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Chile; United States