First Advisor

Vogel, Linda

First Committee Member

Farber, Matthew

Second Committee Member

Guzman, Tobias

Third Committee Member

Rose, Brian

Degree Name


Document Type


Date Created



The purpose of this study was to better understand multimodal usage in teacher professional learning. Thus, this qualitative phenomenology study was created and executed to better understand how leaders of teacher professional learning understand and implement modes in courses designed for teacher scholarship. Focusing on leader influences, curricular designs, learning ecologies, systemic functional linguistics, and teachers as students, modalities support learning by providing individuality through universal design. Thematic analysis illuminated four main themes and 10 subthemes were identified. The findings are of interest to a wide range of educators-teachers, professional learning leaders, principals, students, and policy makers. My paper discusses the findings as they relate to multimodalities, agency, and equity, while providing avenues for future research. Finally, multimodalities are forming new grammars that are open to many learners to understand, implement, and remix for themselves, society, and future educators and students.

Abstract Format



mode, multimodal, teacher professional learning, universal design for learning, systemic functional linguistics, technology, peer support, agency, teachers as students, MUDA (multimodal, universal, design, affordance framework)


219 pages

Local Identifiers


Rights Statement

Copyright is held by the author.