Bilingual pre-service teachers’ evolving conceptualizations about curriculum as a hybrid space through multimodal learning experiences

Abstract

Guided by Cultural-Historical Activity Theory (CHAT), this study examined the effectiveness of multimodal pedagogical processes in a graduate course to help 23 bilingual pre-service teachers (BPSTs) reformulate curriculum for inclusivity. Using sequential multi-methods, quantitative analysis assessed changes in curriculum design using a researcher-generated rubric, and qualitative explorations examined collages, clay creations, and written metacognitive reflections. The study found that the BPSTs significantly reformulated the role of hybridity in curriculum design and revealed four patterns of change: Qualitative maintained radical, qualitative maintained gradual, qualitative not maintained, and no qualitative change. The study illuminates the use of multimodal mediators for BPSTs’ learning.