Learning to Teach Outside the Box: Exploring Newness in Literacies Pedagogies in a Pandemic

Abstract

This article explores the innovative lesson planning assignments of preservice teacher, Marie, as part of an alternate teaching practicum during the pandemic closure of schools in Spring 2020. Marie viewed this shift in context as an opportunity to “think outside of the box”, to be creative and divert from a traditional lesson planning template. As we read the examples from Marie’s lesson plan assignments, we think with posthumanist theories of entanglement, intra-actions and the producing of newness in literacies pedagogies. We share data that show the entanglements of more-than-humans and humans within the innovative lesson plan format. In exploring Marie’s lesson plan redesigns and her reflections on them, we consider the ways these pedagogies were produced through the intra-actions of assignment criteria, provincial curricula, Marie’s knowledge of her students, families, available learning materials, and pandemic conditions. We consider how the implications of this lesson format contribute to newness in our ways of thinking and doing as teacher educators of literacies.

Adapting Mathematics Curriculum Making

“…This presented a dilemma for PSTs as their previous experiences with mathematics education emphasized collaborative problem solving and hands-on learning approaches, which were not always viable in the new context. Complexities emerged for PSTs in supporting students facing learning challenges amidst the stress on mental well-being and personal growth brought about by isolation (McKee et al, 2023). The pandemic's impact on under-resourced families (Armitage & Nellums, 2020) and historically excluded communities underscored the importance of examining issues of equity alongside the shift to designing curriculum for remote learning.…”