Abstract
ABSTRACTThis research reports intercultural dialogue of meaning making in literacy by lecturers, engaged with an assessment moderation process of early childhood education (ECE) preservice teacher education across Australia, New Zealand and Sweden. The purpose of the dialogue was to inform pedagogical and conceptual knowledge in their courses. The research question is: How does intercultural dialogue inform teacher education literacy practices? Methods include (1) a blind assessment review process using 30 examples from ‘high’ to ‘low’ exemplars of ECE students’ literacy assessment annotations, some from each country, and (2) textual analysis of intercultural student feedback and reflection from student forum comments and, semi-structured reflexive interviews with students about the assessment moderation process. Rich academic reflections on the data have led to our recommendations that the conceptual framework of intercultural praxis could be applied in early childhood preservice teacher education practice. Further, we suggest there are increased possibilities for the use of intercultural literacy with ECE preservice student teachers using virtual and explicit collaborations and texts as explained in this research.
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