Professional Learning Community

Within educational research there persists two especially difficult concepts, teaching quality (Wiliam, 2016) and any clear connection between teacher professional learning (Guskey & Yoon, 2009; Netolicky, 2019) and student outcomes. The second connection forms the primary discussion that follows, with the added layer of complexity brought upon by the shift to ‘online-everything’ due to COVID-19. An exploration of teacher professional learning available during this period and a new and emergent form of professional learning, online Teach Meets, will be considered and compared.

The Human Element Massive Open Online Course (MOOC) on the Canvas open network was designed to be a connectivist experience exploring methods for humanization of online education. This MOOC introduced and discussed methods that faculty could adopt in order to potentially increase instructor presence, social presence, and cognitive presence within their own online courses. The design of the MOOC and the learners’ perceptions of social presence after taking part in this MOOC are discussed in this chapter.

This book offers a vital new approach to teacher professional learning, drawing on teachers’ stories from the field. It investigates expert teachers’ professional learning and uses a narrative framework to analyse their meaning-making processes. The book focuses on how proficient teachers develop their expertise, emphasising that individual needs and the contextual nature of learning require a personally enacted approach.
Further, it explores the stories of five secondary school teachers, nominated by their colleagues for their outstanding expertise, to present new insights into expert teachers’ views. Using a new evidence-based approach, Enacted Personal Professional Learning, it incorporates teachers’ unique perspectives, problems and thought processes in order to understand expert teachers’ learning, and offers essential principles for promoting storytelling to help teachers be or become empowered educators who can actively shape education communities for teacher professional learning.

In a time of rapid policy and curriculum change, teachers must be knowledge workers who continue to develop professionally. Professional learning networks (PLNs) offer teachers the opportunity to develop professionally by positioning them as inquirers into their own practice and authors and agents of situated innovation. Six examples of PLNs are introduced in this book to illustrate key attributes of PLNs that build educators’ ownership, practice, and expertise. Also highlighted is the potential of PLNs to address questions of equity, both for educators working in remote and rural communities who have limited access to professional development and other resources, and diverse learners and equity-seeking communities (e.g., Indigenous communities, non-dominant cultural groups). Scholar, practitioner, and policy audiences can benefit greatly from the PLNs described here and draw from these case studies to inform equity-oriented PLNs centering the importance of teachers, students, engagement, collaboration, and rural place in educational transformation efforts.

Dit artikel is de uitleiding bij het themanummer van Tijdschrift voor Lerarenopleiders over professionele leergemeenschappen. Het reflecteert op de overeenkomsten en verschillen tussen de PLG's in de praktijkvoorbeelden en het onderzoek van dit nummer. Op basis daarvan wordt de betekenis van PLG's voor de lerarenopleiding nader uitgewerkt. Wat 'is' een PLG? Wat zijn kenmerken van leren in professionele leergemeenschappen? Hoe kunnen PLG's worden ingericht en gefaciliteerd zodat ze de professionele ontwikkeling van deelnemers bevorderen? Wie zijn die deelnemers en wat zijn de mogelijkheden en beperkingen van de verschillende vormen van leergemeenschappen? Wat zijn criteria voor succes in een PLG? Geconcludeerd wordt dat PLG's een veelbelovende vorm van samenwerken zijn tussen lerarenopleiding en scholen, en dat praktijkgericht onderzoek goed ingebed kan worden in deze structuur, maar ook dat doelen en verwachtingen nogal uiteen kunnen lopen en dat het verband tussen inrichting en opbrengsten niet altijd duidelijk is. Er is meer studie nodig om van de casuïstiek zoals beschreven in dit nummer te komen tot een uitgekristalliseerd en gemeenschappelijk kader voor professionele leergemeenschappen.

Context: Teaching intimate examinations to medical students has been recognised as difficult because of the anxious feelings that the students may experience. For their professional development, previously incorporated understandings need to be relearned: how to transgress boundaries that regulate intimacy and physical close-ness, learning to examine and touch other peoples' bodies, and talking about things that are otherwise taboo.
Objectives: This paper compares how students learn to perform two intimate examinations: (i) the digital rectal examination (DRE) of the prostate, and (ii) the bimanual pelvic examination (PE) and analyses how norms and expectations affect how students learn to approach them.

Methods: This study is based on ethnographic work: in-depth qualitative interviews with two urologists and nine medical students in semesters four, eight and 11 of a medical education programme in Sweden, observations of three learning sessions where 16 students performed the PE on professional patients, and 2 days of observations at a urology outpatient clinic.

Results: The educational approach to the PE and DRE differ. The PE is taught as sensitive and to be handled with care, using a well-documented learning concept including interpersonal and technical skills. The patient's exposed position in the gy-naecological chair, possible previous negative experiences of PE or sexual exploitation are taken into account. In contrast, there is no educational concept for teaching the DRE. The students perform their first DRE on a clinical patient. The DRE is also handled with care, but with less sensitivity. The patients' possible previous negative experiences are not discussed and are thus made invisible.

Conclusions: Well-established routines in performing the PE help doctors and students to be attentive to patients' emotions and previous experiences, and remind them to perceive the examination as sensitive. Aligning the teaching of the DRE with that of the PE will improve how the male prostate patient is approached.

Schools need to rethink their educational approach in order to cater for increasing student diversity in the classroom. The inclusive education model has emerged in response to this need, which encompasses practices such as learning communities and service-learning projects. In this study, we examined the perceptions of different education stakeholders regarding inclusive education in schools that have adopted these practices, with a view to identifying areas for improvement. We administered seven adapted questionnaires to the four main education stakeholders. The sample consisted of 757 participants (215 families, 446 students, 81 teachers and 15 management team members), and we performed descriptive and inferential analyses of the data they provided. The areas for improvement perceived by them concerned overcoming architectural barriers, promoting student participation in the organisation and planning of school activities and training for the educational community in specific educational measures targeting particular groups, such as immigrant students and students with motor and sensory disabilities. However, stakeholders appreciated positively some aspects like the new ways of collaborative working and the increase of family participation. Our results also indicated that teaching staff's perceptions were more critical for all the variables except relations between students, where families were the most critical.

Classroom-based research encourages teachers' creative thinking as they seek ways to stimulate children's exploration. Such stimulation can be achieved with simple items that elicit children's imagination, innovative thinking, and desire to explore.

PurposeThis paper explores the features of pracademic practice within online spaces where pracademics, academics and teachers interact.Design/methodology/approachThis paper uses autoethnographic case studies to showcase the boundary-spanning thinking of two pracademics, one a practicing teacher, the other an early career researcher, to provide an overview of how pracademics are engaging with research and the profession online in Australia, in 2021.FindingsThe paper describes five key features that are central to the development of pracademic practice. They are rigour and depth, discussion beyond immediate cultural context, accessibility, knowledge creation and collaboration.Research limitations/implicationsThis paper is focused on the teacher and early career researcher perspectives on pracademia, due to the extant literature focusing on the well-established academic perspective primarily. It focuses on fora within the Twitter social media platform and the #edureading group specific...

This paper explores the role of enabling school structures, trust, and collective efficacy in the development of professional learning communities in six international schools in South and Central America, each with students ranging from pre-Kindergarten to 12th grade.  This study hypothesizes that enabling school structures, collegial trust, trust in the principal, and collective efficacy will individually and jointly predict the development of professional learning communities in international schools.

Artikkel 1 – Hva slags vitenskapelighet? (9465 ord uten litteraturliste) 1 Teori, empiri, praksis m.fl. – gamle og nye begreper Olav Eikeland Formålet med denne teksten er kort å redegjøre begrepshistorisk og filosofisk for noen sentrale begreper av betydning for diskusjonen om vitenskapelighet i profesjonsdisiplinene og i saerdeleshet for det følgende kapitlet om «Utvidede fagfellesskap og symbiotisk laering» 1. Redegjørelsen gjør det enklere å gi en presis karakteristikk og plassering av forslagene i følgekapitlet. Hervaerende kapittel bygger på forfatterens tidligere arbeider (bl.a. Eikeland 1997, 1998, 2008a, 2008b, 2016a, 2016b) hvor referanser til annen litteratur og historiske kilder er omfattende. Fremstillingen her er derfor forenklet, og bruk av referanser begrenset. De historiske linjene er malt med grov pensel. Innledning For å kunne beskrive og analysere «utvidede fagfellesskap» og «symbiotiske laeringssystemer» i det etterfølgende kapitlet, må moderne begreper og distinksjoner mellom «teori», «praksis», «empiri» og «metodologi» som standarder for hva kunnskap eller vitenskap er, diskuteres, problematiseres og løsnes i sammenføyningene. Også dikotomien mellom «kropp» og «sjel», eller mellom «kropp» og «sinn», må problematiseres. Det samme gjelder for nåtidens dominerende organisering og institusjonalisering av kunnskapsproduksjon basert på bestemte typer arbeidsdeling, saerlig mellom «ånd» og «hånd». Disse distinksjonene og institusjonene stammer verken fra naturen eller høyere makter. De er ikke gitt, men produkter av en bestemt historisk utvikling. Begrepenes og distinksjonenes validitet er heller ikke gitt. Både begreper og arbeidsdelinger står for tiden under press både faglig (innenfra, «validitetsmessig») og samfunnsmessig (utenfra, «relevansmessig»). Mange anerkjente utfordringer, saerlig i samfunns-vitenskapelig metodologi og vitenskapsfilosofi, og dermed også for yrkes-og profesjonsdisiplinene, henger sammen med at disse begrepene, distinksjonene, arbeidsdelingene og rammene de setter, likevel tas for gitt. Språklig presisjon og evnen til å kontekstualisere og dermed relativisere sin egen samtid, roller og praksis krever et historisk utviklet og nyansert 1 Enkelte mener at yrker og profesjoner verken er fag eller disipliner, og at disse betegnelsene bare skal brukes om de etablerte vitenskapene på universitetene som fysikk, kjemi, biologi, psykologi, sosiologi, statsvitenskap, historie osv. Siden yrker og profesjoner hevdes å bruke litt av hvert fra disse, skal de selv ikke kalles verken fag eller disipliner. Universitetsfagene er heller ikke natur-eller gudegitt, men i denne artikkelen godtar jeg «fag» som betegnelse på universitetsinndelingene, mens det er gode grunner til å kalle yrker og profesjoner for nettopp disipliner, siden «disciplina» i utgangspunktet betydde en form for praktisk trening eller opplaering i noe det fantes praktiske regler og systematikk for som satte standarder for utførelse som man kunne vurderes i forhold til. Jfr. Eikeland (2008b) om praxis-interne standarder.

Cieľom článku je uviesť do slovenskej pedagogickej diskusie špecifický prístup v reflektovaní a ďalšom rozvoji vyučovania postavený na vytvorení komunity kľúčových aktérov združených v sieti spolupracujúcich škôl, ich zriaďovateľov a facilitátorov z radov akademikov a ďalších odborníkov. Didaktická reflektívna komunita (angl. instructional rounds, porov. City, Elmore et al., 2009) v presne štruktúrovanom postupe definuje problémy praxe, vytvára popisné dáta z pozorovaní praxe, analyzuje ich a formuluje akčné teórie vybranej školy. Je postavená na princípe vzájomnej pomoci, vzájomného partnerského učenia sa, sleduje rozvoj celého kolektívu (školy a systému) a dáta čerpá najmä zo sledovania správania žiakov a ich porozumenia úlohám, do ktorých sú zapájaní. Prístup umožňuje odstraňovať zvyčajné bariéry medzi hodnotiteľom a hodnoteným a zapája všetkých aktérov vzdelávacieho procesu, čím podporuje systematickosť v rozhodovaní o zmenách riadenia a manažovania škôl. Vychádza z participatívnej paradigmy, ktorej prijatie je podmienené posilnením autonómie škôl a rol jednotlivých aktérov v školách. Kľúčové slová: didaktická reflektívna komunita, profesijný rozvoj učiteľov, rozvoj školy, hodnotenie, participatívna paradigma.

Instructional rounds: paradigm of sharing and helping vs. the paradigm of judging in the instructional practice improvement.

The aim of the article is to introduce a specific approach in the reflection and improvement of teaching. The instructional rounds (Elmore et al., 2009) aims at creating a community of key actors associated in a network of cooperating schools, their founders, superintendents, parents, facilitators from academics, and other professionals. Rounds, in a precisely structured way, defines practical problems, creates descriptive data from practice observation, analyses them and formulates the action theories for the visited school. The cooperation is based on the principle of help and mutual learning. It´s focused on development of the entire team (schools and system) and draws particulars 1 Príspevok vznikol s podporou grantového projektu VEGA č. 1/0557/16 Verifikácia základnej orientácie na koncept prosociálnosti v etickej výchove so zreteľom na vývinové štádiá populácie nižšieho sekundárneho vzdelávania.

The purpose of the present study is to examine the contribution of professional learning community of pedagogical instructors, training teachers, and teaching students in clinical model for teacher education to their professional development. The prior is carried out through examining a variety of categories: namely, collaborative learning, personal responsibility, collective responsibility, reflective pedagogical discourse and action research, knowledge development and learning processes. Thirty-three members of the learning community constituted the study community. The research tool is a multiple-choice questionnaire that was developed for the requirements of the research and personal feedback on open-ended questions. The quantitative data collected by the questionnaire indicated that the learning community of the clinical model for teacher education contributed greatly to the professional development of all participants regardless of field of knowledge, role in the training proc...

Defined as a long term process whereby a knowledgeable and more experienced person takes on a role of overseeing the learning of a less experienced person, mentorship can have a positive impact on a person’s career and professional learning. Using strategies such as coaching, role modelling and facilitating reflective practice, mentorship is a highly valuable method providing opportunities for learners to reflect on their own knowledge and adopt new approaches.

This article examines a student group’s two-pronged strategy to build partnerships with teachers at a U.S. high school. Through “teacher-focused” activities, students became aware of teachers’ perspectives; “student-focused” activities allowed teachers to learn from students. The article also considers the organizational contexts that enabled this symbiotic strategy to take hold.

The Human Element Massive Open Online Course (MOOC) on the Canvas open network was designed to be a connectivist experience exploring methods for humanization of online education. This MOOC introduced and discussed methods that faculty could adopt in order to potentially increase instructor presence, social presence, and cognitive presence within their own online courses. The design of the MOOC and the learners’ perceptions of social presence after taking part in this MOOC are discussed in this chapter.

This knowledge translation article defines collaborative inquiry, its’ positive potential for teacher professional development and student learning, and structures to nurture collaborative inquiry and empower educators in their professional development.

Purpose-This paper explores the features of pracademic practice within online spaces where pracademics, academics and teachers interact. Design/methodology/approach-This paper uses autoethnographic case studies to showcase the boundary-spanning thinking of two pracademics, one a practicing teacher, the other an early career researcher, to provide an overview of how pracademics are engaging with research and the profession online in Australia, in 2021. Findings-The paper describes five key features that are central to the development of pracademic practice. They are rigour and depth, discussion beyond immediate cultural context, accessibility, knowledge creation and collaboration. Research limitations/implications-This paper is focused on the teacher and early career researcher perspectives on pracademia, due to the extant literature focusing on the wellestablished academic perspective primarily. It focuses on fora within the Twitter social media platform and the #edureading group sp...

Research suggests effective professional learning communities (PLCs) enhance teacher collaboration and student achievement. Some studies indicate that these communities also predict greater collective efficacy, while others suggest teacher efficacy is predictive of teachers working together. Although studies have identified effective, research-based PLC practices, how these specific practices effect collective efficacy has not been thoroughly studied. This study, using structural equation modeling (SEM), investigated the relationship between PLCs and teachers’ collective efficacy drawing on 310 surveys from 16 schools in 1 district that had systematically implemented PLCs. Our findings showed that higher functioning PLCs predict higher levels of teacher collective efficacy (TCE). This suggests that engaging and supporting teachers in PLC work, as this district did, can lead to enhanced collective efficacy, which in turn can contribute to improved student achievement.

Αρβανίτη, Ε., & Χρυσανθοπούλου, Β. (2014). Παιδαγωγική Λαογραφία και Μάθηση μέσω Σχεδιασμού: ένα μοντέλο επαγγελματικής μάθησης στο πανεπιστήμιο. Στο Ε. Αυδίκος και Σ. Κοζιού (Επιμ.) Πρακτικά του 4ου Συνεδρίου Λαϊκός Πολιτισμός και Εκπαίδευση (σσ. 37-51). Καρδίτσα: Κέντρο Ιστορικής και Λαογραφικής Έρευνας «Ο Απόλλων» Καρδίτσας και Πανεπιστήμιο Θεσσαλίας, Τμήμα Ιστορίας, Αρχαιολογίας και Κοινωνικής Ανθρωπολογίας.

This research, conducted by the author when a Senior Researcher at Newcastle University, UK, was funded by a UK governance organisation to help them assess, integrate and improve their understanding of the governed population.

ABSTRACT: Governance organisations have been urged to develop more holistic evidence-based approaches with partners to better deal with issues affecting the governed population. This presupposes an understanding of the population, yet there has been little research work addressing how governance organisations come to understand their governed population, nor how this understanding can be improved upon within such organisations.

This case study examined in-depth how understanding of a governed population was developed within one UK local governance organisation and it explored how such understanding might be developed and improved through more holistic and evidence-based organisational learning within the organisation and its governance partnerships.

The research methodology involved placement within the governance organisation, participant observations on several projects and innovative initiatives, observations within, across, and outside the organisation, and also interviews with varied key stakeholders.

The study examined:

- stakeholder engagement and networks
- current and varied understandings of the population
- mechanisms actually used for developing understandings
- the influence of context on organisational learning

and analysed these to arrive at a recommendations to improve organisational understanding of the governed population.

In the case studied, significant strengths were found: including innovative past learning trials for development, extensive ongoing networking activities, and many varied and accumulating quantitative datasets available across partnerships.

However, entrenched organisational approaches and practices constrained the development of holistic evidence-based understanding, for instance: the absence of systematic maintained collective learning processes; weak recording and forgetting of understandings; methodological exclusion of stakeholders from the development of understanding; the relative neglect of qualitative data, explanations, investigations, interpretations, and reflexivity; and also implicit organisational acceptance of such limitations and low aspirations.

Nonetheless, untapped opportunities existed to enable change including: latent practitioner knowledge and innovative management champions, the desire for improvement and raised aspirations within learning networks, and the development potential of alterative learning approaches.

It was concluded that more holistic evidence-based understanding was possible, but required new learning approaches beyond those then in use in both local government or academia.   

Recommendations are made to utilise and develop improved organisational learning approaches trialed and reported in the case study.

It is argued that the case study findings, conclusions, and recommendations may be applicable to other similar local governance organisations and partnerships that seek to better understand local populations, services and interventions.

The work was also submitted for, and awarded, an MPhil (at Newcastle University, supervised by Prof. Patsy Healy)

Transformational Leadership in a Learning Community is a new change theory and framework that builds on the original concept of Bridging Leadership as developed by the Synergos Institute in New York, as applied by Filipino practitioner Mr. Ernie Garilao. TLLC goes beyond the traditional concept of transformational leadership by Burns and Bass (1985) and draws from personal mastery and co-leadership as a way to meaningful change.

The research reported here grappled with the challenge of designing and facilitating teacher professional development that bridges theory and practice so as to enhance teacher practice and learning and student learning outcomes. A case study design was employed to study a community of inquiry (CoI) located within a Southern Arctic school district within which classroom teachers and special education teachers worked as partners to improve their writing instruction and increase access to learning and outcomes for students in inclusive classrooms. This research addressed three questions: (1) what practices did educators engage in as co-teachers within a CoI to consider, explore, and construct more inclusive writing instruction?; (2) how and why did collaborative, action- oriented inquiry cycles help teachers to develop understandings and practices that addressed, nurtured and supported diverse students’ literacy learning?; and (3) what conditions and qualities within professional development activities supported teacher learning and development of practice?. Findings suggested that teachers can make situated changes to practice that increase diverse students’ access to curriculum and learning when they: (1) set, enact, monitor and adapt context-specific goals for both students and themselves; (2) work collaboratively and problem-solve with others while trying to make shifts in practice; and (3) draw in resources as supports that can be adapted within their inquiries. In addition, co-teaching was found to be an approach that not only increased student access to curriculum and learning but had significant potential to support teacher learning and sustained shifts in practice. Implications for teachers’ learning, changes to practice, collaboration and professional development are discussed.

This descriptive, holistic multiple-case study examined three professional learning communities (i.e., Critical Friends Groups [CFGs]) with distinctive contexts, features, and participants, including: (a) cross-career educators at an urban Professional Development School (PDS), (b) first-year teachers in a master’s degree cohort using a virtual format, and (c) veteran literacy coordinators in a rural school district. The process, content, sustainability, and impact of the CFGs were explored across a school year. Qualitative and quantitative data (n=36) were collected via individual and focus group interviews, written reflections, and meeting observations. The findings reveal the groups as situated on a developmental continuum, with the PDS CFG in the initial stage of establishing, the virtual CFG in the next stage of consolidating, and the veteran educator CFG in the mature stage of advocating. Considerations and implications for teacher development via CFGs are discussed in light of the growth stages.

تمثل مجتمعات التعلم المهنية  (PLCs) Professional Learning Communitiesأحد أساليب التطور المهني للمعلم والذي تطور مفهومها منذ التسعينات في الأدب التربوي وبصورة متسارعة، وظهرت كفكرة واعدة لتحسين وإصلاح النظم التعليمية باعتبار المدرسة هي المجتمع والوحدة الرئيسة لصناعة التحولات الفاعلة لتحسين أداء المعلمين ونواتج تعلم الطلاب.
وتهدف الدراسة الحالية لمعرفة تصورات معلمي العلوم للمرحلة الأساسية باليمن حول التطور المهني من خلال مجتمعات التعلم المهنية، ولتحقيق ذلك تم بناء مقياس لتصورات معلمي العلوم في مجالات الممارسة لمجتمعات التعلم المهنية في مجالات: الدرس المبحوث، ومجموعة الأصدقاء النقاد، والممارسة الشخصية والمشتركة، والمجموعات التعاونية، تم التحق من صدقه وثباته، وتم تطبيقه على 76 معلما للعلوم في أمانة العاصمة، وتظهر الدراسة أن متوسط تقديرات تصورات المعلمين أفراد العينة بشكل كامل بلغ (3.84) وبانحراف معياري(0.52)، وبتقدير عالي، وجاء مجال الدرس المبحوث في المقدمة، تلاه مجال مجموعة الأصدقاء النقاد، ثم مجال الممارسة الشخصية والمشتركة، وفي المرتبة الأخيرة مجال المجموعات التعاونية وبتقديرات عالية لجميع تلك المجالات، كما كانت تقديرات المعلمين عالية في معظم فقرات مجالات المقياس باستثناء بعض الفقرات والتي ظهرت بصورة متوسطة، وهذا يعكس الحرص من قبل معلمي العلوم على تطوير أدائهم من خلال أفكار تعد جديدة بالنسبة لهم، وبعيدا عما اعتادوا عليه من أساليب للتطور المهني التقليدية، وبصورة تجعلهم أكثر واقعية وفاعلية ومشاركة وتأملا لممارساتهم، وتقييما وملاحظة ودراسة لأداء طلابهم وسلوكياتهم، وصولا لتحسين نواتج التعلم ونوعية التعليم من خلال مشاركتهم بمجتمعات التعلم المهنية، كما تؤكد الدراسة على الاهتمام بـمجتمعات التعلم المهنية وممارساتها وتبني تحويل المدارس لمجتمعات تعلم ووحدات للتطور المهني المستمر، ومنح المعلم الاستقلالية الذاتية والحرية للتعلم والتطوير بعيدا عن الأنماط التقليدية في التدريب والتنمية المهنية.

Multimodal digital communication is the main theme of this conference meant to attract multidisciplinary research on a wide range of issues from teaching and learning to analysing multimodal digital data appearing in multiple communication arenas.<br> <br> a-mode.eumade4ll.eu<br> <br> <br> Keynote speakers:<br> <br> Marina Bondi<br> Carey Jewitt<br> Rodney Jones<br> Gunther Kress and Jeff Bezemer<br> David Machin<br> Theo van Leeuwen <br> A-MODE ORGANIZING COMMITTEE<br> <br> Elisabetta Adami – University of Leeds, UK<br> Cristina Arizzi – University of Messina, Italy<br> Styliani Karatza – National and Kapodistrian University of Athens,<br> Greece, and University of Leeds, UK<br> Ivana Marenzi – L3S Research Center, Leibniz University of Hannover, Germany<br> Ilaria Moschini – University of Florence, Italy<br> Sandra Petroni – University of Rome 'Tor Verg...

Multimodal digital communication is the main theme of this conference meant to attract multidisciplinary research on a wide range of issues from teaching and learning to analysing multimodal digital data appearing in multiple communication arenas.<br> <br> a-mode.eumade4ll.eu<br> <br> <br> Keynote speakers:<br> <br> Marina Bondi<br> Carey Jewitt<br> Rodney Jones<br> Gunther Kress and Jeff Bezemer<br> David Machin<br> Theo van Leeuwen <br> A-MODE ORGANIZING COMMITTEE<br> <br> Elisabetta Adami – University of Leeds, UK<br> Cristina Arizzi – University of Messina, Italy<br> Styliani Karatza – National and Kapodistrian University of Athens,<br> Greece, and University of Leeds, UK<br> Ivana Marenzi – L3S Research Center, Leibniz University of Hannover, Germany<br> Ilaria Moschini – University of Florence, Italy<br> Sandra Petroni – University of Rome 'Tor Verg...

Since the publication of the first volume of Initial Teacher Education in Ontario (Petrarca & Kitchen, 2017b), we have been called upon to address the macro and micro contexts of the COVID- 19 pandemic and, particularly, the ongoing systemic barriers for the different Indigenous, Black, and People of Colour (IBPOC) students we seek to serve. Consequently, we have had to rethink and reconceptualize our program in relation to the COVID-19 pandemic; Asian-, Indigenous-, Black-, and other forms of antiracisms; truth and reconciliation education; and equity, diversity, and inclusion (Henry et al., 2017). In the first edited collection, like other institutions, we primarily provided an overview of our conceptual framework, structure, and content of the program in response to provincial calls to extend teacher education programs. Although we had some initiatives, programming, and professional learning days in place, we recognized that we needed to be more proactive in creating, supporting, and sustaining a teacher education curriculum that seeks to address individual, systemic, and societal forms of discrimination such as racism(s) (James, 2010, 2021).

Multimodal digital communication is the main theme of this conference meant to attract multidisciplinary research on a wide range of issues from teaching and learning to analysing multimodal digital data appearing in multiple communication arenas. Rome, Italy University of “Tor Vergata” 20 – 22 June 2019 a-mode.eumade4ll.eu _________________________________________________ Keynote speakers: Marina Bondi Carey Jewitt Rodney Jones Gunther Kress and Jeff Bezemer David Machin Theo van Leeuwen _________________________________________________ A-MODE ORGANIZING COMMITTEE: Elisabetta Adami – University of Leeds, UK Cristina Arizzi – University of Messina, Italy Styliani Karatza – National and Kapodistrian University of Athens, Greece, and University of Leeds, UK Ivana Marenzi – L3S Research Center, Leibniz University of Hannover, Germany Ilaria Moschini – University of Florence, Italy Sandra Petroni – University of Rome ‘Tor Vergata’, Italy Marc Rocca – Rocca Creative Thinking Limited, UK ...

Multimodal digital communication is the main theme of this conference meant to attract multidisciplinary research on a wide range of issues from teaching and learning to analysing multimodal digital data appearing in multiple communication arenas.<br> <br> a-mode.eumade4ll.eu<br> <br> <br> Keynote speakers:<br> <br> Marina Bondi<br> Carey Jewitt<br> Rodney Jones<br> Gunther Kress and Jeff Bezemer<br> David Machin<br> Theo van Leeuwen <br> A-MODE ORGANIZING COMMITTEE<br> <br> Elisabetta Adami – University of Leeds, UK<br> Cristina Arizzi – University of Messina, Italy<br> Styliani Karatza – National and Kapodistrian University of Athens,<br> Greece, and University of Leeds, UK<br> Ivana Marenzi – L3S Research Center, Leibniz University of Hannover, Germany<br> Ilaria Moschini – University of Florence, Italy<br> Sandra Petroni – University of Rome 'Tor Verg...

Multimodal digital communication is the main theme of this conference meant to attract multidisciplinary research on a wide range of issues from teaching and learning to analysing multimodal digital data appearing in multiple communication arenas.<br> <br> a-mode.eumade4ll.eu<br> <br> <br> Keynote speakers:<br> <br> Marina Bondi<br> Carey Jewitt<br> Rodney Jones<br> Gunther Kress and Jeff Bezemer<br> David Machin<br> Theo van Leeuwen <br> A-MODE ORGANIZING COMMITTEE<br> <br> Elisabetta Adami – University of Leeds, UK<br> Cristina Arizzi – University of Messina, Italy<br> Styliani Karatza – National and Kapodistrian University of Athens,<br> Greece, and University of Leeds, UK<br> Ivana Marenzi – L3S Research Center, Leibniz University of Hannover, Germany<br> Ilaria Moschini – University of Florence, Italy<br> Sandra Petroni – University of Rome 'Tor Verg...

Multimodal digital communication is the main theme of this conference meant to attract multidisciplinary research on a wide range of issues from teaching and learning to analysing multimodal digital data appearing in multiple communication arenas.<br> <br> a-mode.eumade4ll.eu<br> <br> <br> Keynote speakers:<br> <br> Marina Bondi<br> Carey Jewitt<br> Rodney Jones<br> Gunther Kress and Jeff Bezemer<br> David Machin<br> Theo van Leeuwen <br> A-MODE ORGANIZING COMMITTEE<br> <br> Elisabetta Adami – University of Leeds, UK<br> Cristina Arizzi – University of Messina, Italy<br> Styliani Karatza – National and Kapodistrian University of Athens,<br> Greece, and University of Leeds, UK<br> Ivana Marenzi – L3S Research Center, Leibniz University of Hannover, Germany<br> Ilaria Moschini – University of Florence, Italy<br> Sandra Petroni – University of Rome 'Tor Verg...