Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/19095
Title: 
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
DOI: 
File Permission: 
Open
File Availability: 
With file
Appears in Collections:Journal Articles

Files in This Item:
File Description SizeFormat 
TTE-67-429.pdf256.17 kBAdobe PDFThumbnail
View/Open
Show full item record

SCOPUSTM   
Citations

5
checked on Jun 25, 2022

Page view(s) 10

229
checked on Jun 28, 2022

Download(s) 50

52
checked on Jun 28, 2022

Google ScholarTM

Check

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.