Celebrating and responding equitably to diversity have become increasingly essential for teachers’ work in the new millennium, which is characterized by shifting local and global communities. Aiming to broaden conceptions of teacher education within a predominantly ‘back to basics’ literacy environment, this article draws on selected results from a qualitative study underpinned by the metaphor of communities of practice (Wenger, 1998; Wenger et al., 2002). Conducted in Western Australia, the project involved a small group of pre-service teachers using a pedagogy of ‘Multiliteracies’ (The New London Group, 2000) in face-to-face and on-line settings to construct understandings about literacy learning and teaching. This article focuses on one pre-service teacher, who engaged with multiple discources and communities of practice on the journey of becoming a professional teacher. Conclusions call for a re-conceptualization of teaching communities and sustainable innovation across teaching education to encourage critical and socially just literacy.
"Social Justice, Pedagogy and Multiliteracies: Developing Communities of Practice for Teacher Education,"
Australian Journal of Teacher Education:
3, Article 4.
Available at: http://ro.ecu.edu.au/ajte/vol34/iss3/4