Moving beyond folk pedagogies towards hybrid and blended practices: a reflection on teacher education post-pandemic.

In our 2020 JTATE article 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. We argued for the need to move beyond outdated pedagogies long-used in teaching practice and often oriented to face-to-face instructor-centred contexts. That article offered new pedagogical thinking and practical implications based on existing literature about online and distance education and drawing on experiences from our own practices that reflected the realities of teaching at that time in the pandemic, and the need to use technologies more proactively. In 2022, our thinking has evolved to consider hybrid forms of educational delivery that reflect newer realities that have even greater emphasis on the effective use of technologies to mediate learning. To investigate these new and emerging hybrid forms we draw on autoethnographic data and evaluations of our practices as educators in teacher education. We bring attention to the role of the teacher educator in purposeful design decisions through an examination of our own practices in teacher education. 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.