Research underscores the integral role that teachers’ recurring narratives play in their everyday teaching agendas. Like the students in their classrooms, teachers comprise a diverse group of individuals representing a myriad of ways to learn and teach, stemming from such factors as pedagogical approaches, prior life experiences, and familial relationships. Applying multimodal learning to response journaling expands teacher candidates’ opportunities to address the role that narratives play in developing their daily repertoires of practice in language arts. Hence, further investigation is needed to expand the range of practices available for fostering teacher narrative inquiry. Methodologically supported by action research in relation to narrative inquiry and multimodal learning, we asked, "What are the effects of multimodal journaling on the recurring narratives of teacher candidates in a junior-intermediate language/arts methods class?
Morawski, C. M., Rottmann, J., Afrakomah, E., Balatti, E., Christens, M., & Kellar, L. (2016). Journaling the Art of Teaching: Multimodal Responding for Narrative Inquiry. Australian Journal of Teacher Education, 41(1). https://doi.org/10.14221/ajte.2016v41n1.9