Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/19095
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dc.contributor.authorWeninger, Csilla-
dc.contributor.authorHong, Helen-
dc.contributor.authorKoh, Elizabeth-
dc.date.accessioned2017-10-02T01:51:16Z-
dc.date.available2017-10-02T01:51:16Z-
dc.date.issued2017-
dc.identifier.citationWeninger, 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.2017.07.013en
dc.identifier.issn0742-051X-
dc.identifier.urihttp://hdl.handle.net/10497/19095-
dc.descriptionThis 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-
dc.description.abstractMedia 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.en
dc.language.isoenen
dc.titleThe influence of individual and contextual variables on teachers’ understanding and classroom practice of media literacyen
dc.typePostprinten
dc.identifier.doi10.1016/j.tate.2017.07.013-
local.message.claim2021-12-22T11:02:39.529+0800|||rp00034|||submit_approve|||dc_contributor_author|||None*
item.openairetypePostprint-
item.fulltextWith file-
item.cerifentitytypePublications-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.languageiso639-1en-
item.grantfulltextOpen-
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