Your Name and Title: Melda N. Yildiz, Faculty
Library, School, or Organization Name: Kean University
Co-Presenter Name(s): Invited teacher candidates
Area of the World from Which You Will Present: New Jersey, USA
Language in Which You Will Present: English
Target Audience(s): Teacher Candidates, Teacher Educators, K12 Teachers
Short Session Description (one line):
In this presentation, we will outline a transdisciplinary and transformative education model while highlighting the leadership skills and showcasing the best practices in in Teacher Education.
Full Session Description (as long as you would like):
This presentation presents classroom research that addresses the development of 21st century and global media literacy skills and the integration of these skills into teacher education programs. In our ever growing "media-saturated" world, teacher educators are behooved to implement strategies that acknowledge the pervasiveness of technologies that broaden the definition of literacy in today's society. It focuses: 1) Celebrating the Process of students' work, 2) Sharing Best Practices in our classes, and 3) Rethinking Curriculum in our teacher education programs.
Great leaders are like conductors. Creating a perfect harmony in teaching and learning, this presentation argues the role of cultivating transformative leadership skills among pre-service teachers for “Pedagogy of Plenty” in 21st century classrooms. Eddy & Murphy (1997) highlighted various leadership practices necessary in the 21st century. We will outline the areas in which leadership practices are necessary: Ethical leadership; Team leadership; Accountability leadership; Privatization leadership; Global thinking leadership; Volunteer leadership; Distance education leadership; and Multicultural leadership. (Eddy& Murphy, 1997)
Situated within the context of teaching and learning, this presentation aims to advance scientific knowledge of global literacy skills as a means to promote transformative leadership in teacher education programs. It investigates the heutagogical teaching model through the lens of innovative technologies in global education context. It integrates multiple literacies as a means of further developing teacher candidates’ global competencies and 21st century skills while integrating innovative and transdisciplinary activities to promote “Pedagogy of Plenty” in P12 curriculum.
We will investigate the role of global literacy skills in teacher education while integrating multiple literacies as a means of further developing pre-service teachers’ global competencies and transformative leadership skills while designing innovative transdisciplinary curriculum projects with limited resources and equipment in global education context. Our goal is to: a) introduce the role of multiple literacies (e.g. information, technology, geography, media literacy) in developing global competencies and 21st century skills among pre-services teachers; b) showcase pre-service teachers’ Universal Design of Learning (UDL)[i] model lessons across content areas (e.g. math, geography, cultural studies, physical education) in P-12 curriculum; and c) demonstrate creative strategies and possibilities for engaging pre-service teachers in project based global literacy activities integrating new technologies.
A pedagogy of plenty provides a media literacy-rich learning environment containing a wide variety of high-quality resources and exposes students to an inquiry-based approach to instruction that emphasizes making meaning, not just getting the right answer as apposed to “pedagogy of poor” where poor and minority students are often denied access to challenging coursework. A “pedagogy of plenty” is teaching at its best.
By conducting this participatory action research (PAR), we (a) engaged the teacher candidates in inquiry into their own practice, (b) promoted critical reflection in a collaborative learning environment. Results underscore the importance of teacher candidates critically reflecting to gain insights into teaching and student learning as they are engaged in action research. In participatory action research curriculum, participants are encouraged to learn through a process where they generate their own questions and integrate new ideas into their lesson plans and classroom practice. The study outlines the difficulties and unique characteristics of participatory action research through online and focus group dialogue.
We will share the lessons learned from the teacher education faculty and teacher candidates: Teacher candidates’ voices and their experiences developing innovative transdisciplinary UDL model, global education projects.
This presentation will be guided by these questions:
We will discuss the term “Pedagogy of Plenty” to broaden our perspectives to address equity and social justice in global dimension. In our innovative transdisciplinary projects, pre-service teachers had a chance to deconstruct the media, develop leadership and critical thinking skills while developing 21st century skills. Through their re-discovery process, they explored, designed, and created the strategies, curricula, and programs for improving P12 students’ outcomes, and they gained alternative points of view on integrating global literacies into their teaching and renewed interest and commitment toculturally and linguistically responsive curriculum design.
This presentation will accomplish three main goals: (1) promoting cultural and linguistically responsive curriculum through developing global competencies and transformative leadership skills in teacher education programs; (2) describing teacher candidates reactions, discoveries, and experiences with integrating innovative educational technologies into the K12 curriculum; and (3) showcasing innovative and transdisciplinary multilingual multicultural multimedia projects.
It will address the following:
By actively involving teacher candidates in producing media (e.g. voicethread, communitywalk, toondoo, wikis, blogs and digital stories), they understood the conventions of the medium, developed innovative curriculum projects and gained alternative points of view on world issues and developed global competencies and renewed interest and commitment toculturally and linguistically responsive and inclusive curriculum design.
Websites / URLs Associated with Your Session:
Our presentation slides and online resources will be posted at