Abstract
Changes in classrooms begin with changes in teachers. Infusing multimodal conceptions of literacy into the early childhood classroom depends upon developing teachers who understand, value, and can nurture multimodal ways of making meaning in young children, but teacher development is the purview of teacher education. This chapter explores the role teacher educators play in preparing preservice teachers to create classrooms that support multimodal literacy development. It describes the decade-long evolution of a teacher educator striving to promote multimodal literacy in preservice and in-service teachers, including barriers teacher educators face and approaches to overcoming these challenges.
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Kerry-Moran, K.J. (2017). Stretching Toward Multimodality: The Evolution and Development of a Teacher Educator. In: Narey, M. (eds) Multimodal Perspectives of Language, Literacy, and Learning in Early Childhood. Educating the Young Child, vol 12. Springer, Cham. https://doi.org/10.1007/978-3-319-44297-6_14
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