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

Abstract

In this qualitative post-intentional phenomenological research I share insights into the lived experiences of teacher educators who infuse their open educational practices with media and digital literacies in faculties of education in Canada. Current research in the field of open educational practices has limited exploration in the field of teacher education and has yet to explicitly examine the critical role played by media and digital literacies. This research is grounded by theories of socio-constructivism, connectivism and pragmatism. Through a post-intentional phemonenological methodology research, I describe and differentiate between transcendental, interpretive, and post-intentional phenomenology. I explore conceptual frameworks for teacher education, open education, and an understanding of literacies. Through this dissertation, I work to untangle conceptions surrounding skills, fluencies, competencies, and literacies in the field of media and digital education as these apply to teacher educators. Through a crystallization approach in this research I generate materials from the data collected for this study, focusing on teacher educators’ open educational practices, and media and digital literacies. Facets in the open educational practices of the teacher educators I interviewed include access, choice, and connections. Facets in the lived experiences of the teacher educators relevant to media and digital literacies include communication, creativity, and criticality. [...]