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The influence of individual and contextual variables on teachers’ understanding and classroom practice of media literacy

URI
https://hdl.handle.net/10497/19095
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Type
Article
Files
 TTE-67-429.pdf (256.17 KB)
Citation
Weninger, C., Hu, G., & Choo, S. S. (2017). The influence of individual and contextual variables on teachers’ understanding and classroom practice of media literacy. Teaching and Teacher Education, 67, 429-439. https://doi.org/10.1016/j.tate.2017.07.013
Author
Weninger, Csilla 
•
Hong, Helen
•
Koh, Elizabeth 
Abstract
Media literacy has become a central concern for educators and researchers in many different contexts around the globe. While researchers have produced a growing number of situated accounts of teachers’ media literacy instruction, few studies have examined the impact of a range of factors on teacher beliefs and professional practice. Drawing on quantitative survey data from 200 Singapore teachers, this article discusses how teachers’ beliefs, media use and aspects of their pedagogic practice interact with key individual and contextual variables and thus impact how media literacy is taught in classrooms, with implications for policy and practice.
Date Issued
2017
Publisher
Elsevier
Journal
Teaching and Teacher Education
DOI
10.1016/j.tate.2017.07.013
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