Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/19095
Title: 
The influence of individual and contextual variables on teachers’ understanding and classroom practice of media literacy
Authors: 
Issue Date: 
2017
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
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.
Description: 
This is the final draft, after peer-review, of a manuscript published in Teaching and Teacher Education. The published version is available online at https://doi.org/10.1016/j.tate.2017.07.013
URI: 
ISSN: 
0742-051X
Other Identifiers: 
10.1016/j.tate.2017.07.013
Appears in Collections:Journal Articles

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