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Are they ready? Media Literacy of pre-service teachers in Peru

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Abstract

In Peru, media education has never been formally present in the curriculum nor the educational agenda. This presentation analyses Peruvian educational context and explores pre-service teachers’ knowledge and beliefs on media education. A survey with an ad-hoc questionnaire (N=501) was applied to find what they think of media education; its relevance; how is being taught; if they feel competent to teach about media and to integrate ICT into their pedagogical practices. The results confirm the importance of working media education with pre-service teachers, involving their subjectivity and their own ideas.
2nd International Media Literacy Research Symposium
April 20, 2018/ Lisbon, Portugal
ARE THEY READY?
MEDIA LITERACY OF PRE-SERVICE TEACHERS IN PERU
Julio César Mateus
Advisor: Joan Ferrés, Ph.D.
www.juliocesarmateus.com/tesis
@juliussinmundo
PERU [QUICK FACTS]
POPULATION: 31 MILLIONS
COMPULSORY EDUCATION: 11 YEARS
NUMBER OF UNIVERSITIES: 140 (51 PUBLIC, 89 PRIVATE)
NUMBER OF STUDENTS:
Primary 3,5 millions
Secondary 2,9 millions
Tertiary: 2,8 millions
NUMBER OF TEACHERS IN-SERVICE: 500,000
63% female - 37% male
67% work in public schools - 33% in private
17% hold a postgrad degree
NUMBER OF PRE-SERVICE TEACHERS: 50,000
MEDIA LITERACY IN THE PERUVIAN CONTEXT
Educommunication
has a strong Latin
American heritage,
but a poor impact in
the policy-making.
The digital divide is
still strong and
policies were
focusing on ICT
access rather tan
media literacy.
A new ICT
competence in the
National Curriculum
and policy-making is
shifting ICT
strategies
RESEARCH GOALS
1.Design and validate an instrument to evaluate media education in
pre-service teachers;
2.Analyze the knowledge, attitudes and reasoning that pre-service
teachers have about media education;
3.Analyze if there are significant differences in the results according to
the gender of the sample, their place of birth, the type of institution where
they are trained, their degree and their years of study.
METHOD & SAMPLE
KAR-ME Questionnaire
Design
15 items
Likert scale
(1=strongly disagree/5=totally agree)
3 dimensions
Knowledge on ME
Attitudes on ME
Reasons to integrate ME
Sample (N=501)
Gender
Female 86% - Male 14%
Place of birth
Lima 64% - Other regions 36%
Place of studies:
College 42% - University 58%
Degree:
Pre-school 30%
Primary 41%
Secondary 29%
KAR-ME QUESTIONNAIRE
Knowledge
I know what media education (ME)
is and I can define it
I have received training in EM as part
of my teacher training
The EM training I received is enough
to integrate it into my teaching
practice
I know institutions, policies or
projects that promote ME in my
country
Attitudes
ME must be mandatory in the training of all
teachers
Teacher training in EM must be specific (be
present in one or more exclusive subjects
within the curriculum)
ME in the school must be present in all
school levels equally (initial, primary and
secondary)
The lack of initial teacher training in ME
issues is a barrier for its development
The limited or no access to media in schools
is a barrier for developing ME
Reasons
Empower students as critical citizens
Motivate students
Customize student learning
Expand learning experiences
Facilitate the transmission of
curricular contents
Train students in a key competency
R1: THE QUESTIONNAIRE IS VALID AND CONSISTENT
Item Obs Sign item-test
correlation
item-rest
correlation
Average
interitem
covariance
Cronbach
Alpha
KNO 1 354.00 +0.5495 0.4404 0.1932 0.8023
KNO 2 353.00 +0.5368 0.4285 0.1947 0.8031
KNO 3 352.00 +0.5544 0.4520 0.1941 0.8014
KNO 4 351.00 +0.5294 0.4118 0.1946 0.8033
KNO 5 354.00 +0.4699 0.3353 0.2001 0.8113
ATT 1 349.00 +0.6587 0.5776 0.1873 0.7925
ATT 2 350.00 +0.5795 0.4846 0.1928 0.7987
ATT 3 349.00 +0.5644 0.4664 0.1938 0.8002
ATT 4 349.00 +0.5098 0.4120 0.1995 0.8042
ATT 5 350.00 +0.5194 0.4172 0.1978 0.8038
REA 1 352.00 +0.4126 0.3214 0.2081 0.8091
REA 2 352.00 +0.5586 0.4896 0.2016 0.8009
REA 3 352 +0.4618 0.3680 0.2043 0.8067
REA 4 351 +0.4344 0.3532 0.2083 0.8077
REA 5 350 +0.4048 0.3099 0.2082 0.8098
REA 6 350 +0.4672 0.3721 0.2036 0.8065
Total Scale
0.1989 0.8139
R2: FUTURE TEACHERS DON’T KNOW ABOUT MEDIA LITERACY
0
5
10
15
20
25
30
35
40
Strongly
agree
Agree Neither
agree or
disagree
Disagree Strongly
disagree
knowledge of media literacy
0
5
10
15
20
25
30
35
Strongly
agree
Agree Neither
agree or
disagree
Disagree Strongly
disagree
training on media education
R2: MEDIA EDUCATION MUST BE CUMPULSORY
73
71
65
19
20
24
7
9
10
TO ALL TEACHERS
AS A SPECIFIC SUBJECT
IN ALL LEVELS
Agree Not sure Disagree
R2: THE BARRIERS TO DEVELOP MEDIA EDUCATION ARE…
36
34
46
39
17
18
4
7
3
2
LACK OF TRAINING
LACK OF EQUIPMENT
Strongly agree Agree Neither agree or disagree Disagree Strongly disagree
R2: WHAT ARE THE REASONS FOR INTEGRATING
MEDIA IN SCHOOLS?
94%
92
85
82
80
Motivating students
Expanding the classroom
Empowering students
Facilitating content transmission
Customizing learning
Training a key competence
CONCLUSSIONS
& DISCUSSION
We propose a validated instrument, useful
to diagnose Media Education status in pre-
service teacher training.
The concept of media education is still
ambiguous. (We need to stick with it!)
Pre-service teachers have a very good
attitude towards media literacy in schools,
but they demand specific training on the
subject.
Teacher training must overcome instrumental
approach by conceiving ICT as a key to the
culture we live in.
2nd International Media Literacy Research Symposium
April 20, 2018/ Lisbon, Portugal
ARE THEY READY?
MEDIA LITERACY OF PRE-SERVICE TEACHERS IN PERU
Julio César Mateus
Advisor: Joan Ferrés, Ph.D.
www.juliocesarmateus.com/tesis
@juliussinmundo
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