Misunderstanding child-centeredness : the case of “child 2.0” and media education
1University of Oulu, Finland
|Online Access:||PDF Full Text (PDF, 1.2 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2020042722638
National Association for Media Literacy Education,
|Publish Date:|| 2020-04-27
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.
Journal of media literacy education
|Pages:||26 - 41|
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
© 2020 Author(s). This is an open access, peer-reviewed article published by Bepress and distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. JMLE is the official journal of NAMLE.