Misunderstanding Child-Centeredness: The Case of "Child 2.0" and Media Education

Autor/in	Mertala, Pekka
Titel	Misunderstanding Child-Centeredness: The Case of "Child 2.0" and Media Education
Quelle	In: Journal of Media Literacy Education, 12 (2020) 1, S.26-41 (16 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-8715
Schlagwörter	Teaching Methods; Media Literacy; Journalism Education; Early Childhood Education; Preservice Teachers; Teacher Education Programs; Student Attitudes; Teacher Effectiveness; Self Efficacy; Teacher Role; Learning Processes; Student Centered Learning; Diaries; Preschool Teachers; Foreign Countries; Comparative Analysis; Educational Objectives; Finland + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Media skills; Medie competence; Medienkompetenz; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Schülerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Lehrerrolle; Learning process; Lernprozess; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Diary; Tagebuch; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ausland; Educational objective; Bildungsziel; Erziehungsziel; Finnland
Abstract	This qualitative study demonstrates the kinds of pedagogical pitfalls that are included in simplistic understandings of child-centeredness in the context of media education, an emerging field of early childhood teacher education with only a little empirical research done so far. Course diaries from 15 preservice teachers were analyzed to find answers to the question: How do preservice teachers approach child-centered education in the context of media education? The main findings can be summarized as follows. First, preservice teachers approached child-centeredness as an all-encompassing principle that guides early childhood education. Second, media education-related issues -- beliefs about children and media, ambiguity of media literacy, and insecurity about oneself as a media educator -- appear to bolster views of children as self-driven learners, and teachers as mere facilitators who do not have an active role in children's learning processes. (As Provided).
Anmerkungen	National Association for Media Literacy Education. 10 Laurel Hill Drive, Cherry Hill, NJ 08003. Tel: 888-775-2652; e-mail: editor@jmle.org; Web site: https://digitalcommons.uri.edu/jmle/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01