Teacher Training in Media Education: Curriculum and International Experiences

Pérez-Tornero, José Manuel; Tayie, Sami

doi:10.3916/c39-2012-02-00

Cited by 10 publications

(4 citation statements)

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“…At least for the next decade, training in ICT skills will be a burning challenge in all educational systems around the world [15]. For an educational system to be able to meet the demands of the knowledge society, it must have teachers who design, experiment, and evaluate learning experiences enriched with ICT [16].…”

Section: Discussionmentioning

confidence: 99%

What Factors Determine the Value of an Online Teacher Education Experience from a Teacher’s Perspective?

et al. 2020

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E-learning is currently at the center of interest in the educational community, in a situation of global pandemics that forces us to reduce attendance in all aspects of our lives. Online courses have had a bad reputation due to the distance between the tutor and the apprentice and the high dropout rates. The main purpose is to analyze the evaluations made by teachers on different features of a course, by examining variables like content, technology, activities, final work, and format. The analysis covers the 50 online courses that form part of the continuous training offer of the Regional Ministry of Education of the Community of Madrid in courses 17–18 and 18–19 in which 7501 teachers have participated. The opinion of each participant is collected from a questionnaire at the end of the training activity. This has been validated by a group of experts from the Regional Centre for Innovation and Training, belonging to the Community of Madrid, using the Delphi method. To develop the methodology, a linear multivariate model was calculated on the independent variables and the dependent variable Net Promoter Score (NPS). Most of the findings are related to two central variables in the educational approaches that occur in digital scenarios. What the group of teachers’ values most is the content of the proposal, while the factor that they consider least important is the technology that supports the development of the course. The rest of the variables analyzed have little impact on the recommendation of the courses. Nevertheless, conclusions suggest that combining factors such as content, technology, and pedagogy are essential in experiences like these.

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Section: Discussionmentioning

confidence: 99%

What Factors Determine the Value of an Online Teacher Education Experience from a Teacher’s Perspective?

et al. 2020

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“…It happened even though in some cases, these possibilities are seen as a challenging option for teachers to understand and use in their day-to-day work. This is why it is relevant to invest in training and to continue training teachers in the field of media education (Brites et al, 2018;Fernández-Cruz & Fernández-Díaz, 2016;Pérez-Tornero & Tayie, 2012;Pinto & Pereira, 2018;V. Tomé, 2016).…”

Section: Monográficomentioning

confidence: 99%

Journalism and digital resources for transforming schools

Brites¹

2020

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This article aims to reflect on school contexts of the use of digital tools and also on the possibility of going beyond technology itself and thinking about spaces of critical thinking, inspired by a process that is usually associated with journalism and its democratic tradition. These reflections result from the use of semi-open questionnaires and semi-structured interviews with teachers (compulsory education in Portugal) as part of a project on Audiences, News and Literacy - ANLite (2014–2018). Research questions imply identifying ways digital tools are perceived in schools and how journalism serves as an inspiration for democratic school environments. The results point to challenges related to teachers' fears about digital, but also to structural problems regarding access conditions to digital and equipment that allow quality access. The excess of tasks, including administrative, limits possibilities of collaboration between teachers and with young people. These latter challenges also constitute a possible increase in journalistic-inspired tasks that facilitate democratic processes in schools.

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“…La aparición en 2011 del Curriculum para Profesores publicado por UNESCO supuso un hito, al ser el primer documento global con definiciones y estándares para la capacitación docente en este campo. Desde entonces, el interés por la formación docente y la discusión sobre cómo se deben integrar los medios a sus planes de estudio ha sido creciente (Andrada, 2015; Pérez-Tornero & Tayie, 2012; Redecker, 2017).…”

Section: Validación De Un Instrumento De Autopercepción De Competenci...unclassified

“…In 2011, the appearance of the Curriculum for Teachers , published by UNESCO, was something of a milestone insofar as it was the first global document to offer definitions and standards regarding teacher training in this field. Since then, interest in teacher training has grown, as have discussions about how media should be integrated within study plans (Andrada, 2015; Pérez-Tornero & Tayie, 2012; Redecker, 2017).…”

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confidence: 99%

Validation of a self-perceived media competence instrument for pre-service teachers / Validación de un instrumento de autopercepción de competencia mediática para docentes en formación

Mateus

Hernández

Maz

2019

Cultura y Educación

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garantizar el acceso a derechos humanos fundamentales vinculados con la expresión y la información. Bajo esta premisa, la formación inicial de los docentes en esta materia resulta fundamental para el desarrollo de esta competencia mediática en la ciudadanía. Con la finalidad de aportar un instrumento de diagnóstico útil para orientar a formadores de docentes y decisores de política educativa, diseñamos un cuestionario de autopercepción basado en el constructo teórico de competencia mediática propuesto por Ferrés y Piscitelli (2012), que aborda seis dimensiones. El cuestionario fue aplicado a una muestra de estudiantes de educación peruanos (N=501). Por un lado, los resultados confirman la coherencia del constructo y la validez y confiabilidad del instrumento. Por el otro, nos permiten una actualización teórica del modo en que este constructo se interpreta y aplica, confirmando la multidimensionalidad de la competencia mediática. Finalmente, discutimos a partir de nueva evidencia empírica, el estatuto integral, transversal y ecológico de la competencia mediática.

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Teacher Training in Media Education: Curriculum and International Experiences

Cited by 10 publications

References 0 publications

What Factors Determine the Value of an Online Teacher Education Experience from a Teacher’s Perspective?

What Factors Determine the Value of an Online Teacher Education Experience from a Teacher’s Perspective?

Journalism and digital resources for transforming schools

Validation of a self-perceived media competence instrument for pre-service teachers / Validación de un instrumento de autopercepción de competencia mediática para docentes en formación

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