Becoming Teachers’ Little Epics: What digital storytelling might reveal

Abstract

This paper discusses pre-service teachers’ use of multi-modal tools to produce three-minute films in light of critical moments in their teaching practice. Two cases are considered; each centers on a film, a “little epic” that was produced by a future teacher who attempts to work within an anti-racist framework for social justice. Findings point to how multimodal tools are effective for engaging meaningfully with unresolved conflicts. However, in the face of trauma experienced, the future teachers’ efforts to work within a social justice framework may be pushed to the margins. This pedagogy / research sheds light on the workings of the inner landscape of becoming teachers, and highlights the dynamic of education as a psychic crisis compounded by the demands of the social.

Emotions and digital storytelling in the educational context: A systematic review

“…This situation is closely related to both the participants' and the subjects' interest in DST and emotion. As a matter of fact, working with more pre‐service teachers in studies has brought about focusing more on professional identity, teaching practice, experience and reflective practice (e.g., Gachago, Condy, et al, 2014; Gachago, Cronje, et al, 2014; Kim et al, 2021; Ng & Nicholas, 2015; Radford & Aitken, 2014). In addition, social‐emotional skills are seen as an important prerequisite of digital literacy, for example, at the point of establishing relationships between issues (Maureen et al, 2018, 2020).…”