ABSTRACT
This chapter describes exploratory research on the challenges and opportunities for critical digital literacy in one teacher education program during the COVID-19 pandemic in 2020. The research focuses on students in the MSc Transformative Learning and Teaching: a two-year, initial teacher education program designed from a social justice perspective and working to produce graduates who position themselves as activist teachers. This research is situated within the traditions of self-study and narrative research. Through analysis of student-produced materials, interviews with student and teacher educators, and a reflection on pedagogy this work sought to understand the lived experiences of being at the frontline of teacher education during the pandemic, providing empirical data to support the inclusion of critical digital literacy in teacher education and the opportunity ‘to reshape education, teacher education, and educational institutions’.
