This chapter follows on, and builds upon, our 2020 JTATE article in which we proposed using Bruner’s (1996) frame of folk pedagogies to consider pedagogical approaches suited to synchronous digital online learning in pre-service teacher education in COVID-19 times.
In this chapter we revisit and add to Bruner’s folk pedagogical frame, pointing to implications for practice, including the need to design for learning that considers the nature of delivery with and through technologies. Through an autoethnographic exploration of our use of pedagogies in emerging hybrid learning environments within teacher education programs in 2022, we emphasize the use of asynchronous resources with synchronous learning and the facilitation of student agency.
Creely, E., Henriksen, D., & Henderson, M. (2022). Moving beyond folk pedagogies towards hybrid and blended practices: A reflection on teacher education post-pandemic. In E. Baumgartner, R. Kaplan-Rakowski, R.E. Ferdig, R. Hartshorne, & C. Mouza (Edits.), A Retrospective of teaching, technology, and teacher education during the COVID-19 pandemic (pp. 31-38). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/