Tensions of Teaching Media Literacy in Teacher Education

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Autor/in	Ngomba-Westbrook, Nalova Elaine
Titel	Tensions of Teaching Media Literacy in Teacher Education
Quelle	(2013), (218 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Pennsylvania State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3035-6527-4
Schlagwörter	Hochschulschrift; Dissertation; Teacher Educators; Media Literacy; Teacher Associations; Elementary Secondary Education; Mass Media; Political Influences; Stakeholders; Case Studies; Teaching Methods; Inservice Teacher Education; Graduate Students; Teacher Researchers; Course Descriptions; Surveys; Interviews; Observation; Social Influences; Cultural Influences; Activism; Industry + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Media skills; Medie competence; Medienkompetenz; Lehrerorganisation; Lehrerverband; Lehrervereinigung; Massenmedien; Political influence; Politischer Einfluss; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerfortbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehrerforschung; Kursstrukturplan; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Beobachtung; Sozialer Einfluss; Cultural influence; Kultureinfluss; Aktivismus; Politischer Protest; Industrie
Abstract	This study investigates the tensions a teacher educator faces in facilitating a media literacy teacher education course at the university level. Teaching tensions are conceptualized as a three-tier framework. At the first level, tensions may arise in the selection and application of pedagogies associated with critical and new/21st century literacies. At the second level, tensions exist within debates about the extent to which media literacy is conceptualized as a core subject itself in contrast to a process for learning core subjects. The third level of tensions involves diverse stakeholders including individuals who are connected to university teacher education programs, teacher professional organizations (e.g., NCATE, IRA, NBPTS), K-12 teachers, the media industry, media watchdog/activist organizations, and government/policies. Depending upon the specific issues involved, these stakeholders may either compete against each other, pushing media literacy education in opposing directions, or complement each other, exerting a unified influence on media literacy teacher education. The study employs a case study methodology to research the teaching tensions facing a media literacy teacher educator in a Masters' level literacy education course. The media literacy course that was examined in this study includes a teacher educator and in-service teachers and graduate education students (N = 24) matriculating at a university on the East Coast. An exploratory triangulation design utilizes three pre-course data sources: the teacher educator's published research, a course syllabus, and a survey administered by the researcher to gauge teacher student levels of media literacy knowledge. The design also incorporates the following data collected during the media literacy education course: interviews, class observations, and teacher student artifacts. Findings of this study show that: (1) the media literacy teacher educator focuses more heavily on critical and socio-cultural practice-based media literacy pedagogy as opposed to new/21st century literacies and skills-based pedagogy, (2) the media literacy teacher educator focuses more on media literacy pedagogy as a process as opposed to content, particularly in the latter part of the course, and (3) the teacher educator draws pedagogical cues from media watchdog/activist organizations as opposed to the media industry, and responds to pressures from teacher professional organizations. Additional implications for teacher education pedagogical decisions are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01