Abstract
The diversity in classrooms has increased worldwide. An equitable learning experience is the desired outcome. When planning instruction teachers must attend to the varied needs of their diverse students. The study presents a survey that assesses preservice teachers’ use of different modalities of multiliteracies, new literacies, and literacy approaches in teaching nationally and globally via confirmatory factor analysis (CFA). The Pedagogical Content Knowledge of Multiliteracies (PCKM) was administered to a sample of preservice teachers; 251 preservice teachers participated in the validation of the instrument in this study, and an expert review panel was utilized. The CFA produced a good model fit. A coefficient omega within the range 0.82–0.93 shows the reliability of the constructs. The paper contributes to the literature on pedagogical content knowledge using 21st-century approaches. The discussion focuses on the practical implications of using the survey in teacher education programs. The PCKM is reliable and valid.
Acknowledgement
This work is in honor of my parents, Aida and Michael Karkar, whose legacy as educators continues through this work. I am incredibly grateful to Dr. Allan Luke for helping finalize this paper. Thank you to the external reviewers, Dr. Bill Cope, Dr. Allan Luke, and Dr. Jennifer Schneider, for validating the instrument's content. I thank Dr. Bill Cope and Dr. Mary Kalantzis, for their inspiring work, which served as a foundation for the model and instrument. I sincerely appreciate my university professors, Dr. Patriann Smith and Dr. Jaehoon Lee for their tremendous support in guiding me in putting my vision into a workable mission, and other colleagues for making this work possible.
Disclosure statement
No potential conflict of interest was reported by the author.