ABSTRACT

Our research explores and elaborates the ways pre-service teachers come to know and begin conceptualizing ways of teaching about news media. We report on what we interpret as their understandings and, perhaps more importantly, their misunderstandings of media literacy as they relate to their emerging ideas about what it means to teach others about crucial social and political issues of our time. The students with whom the authors worked demonstrated problematic misperceptions and misunderstandings about important media concepts and topics. These pre-service teachers misunderstood the ways in which news media is different from other media genres. Additionally, they often indicated that avoiding bias on an issue required the consideration of two competing and equally worthy sides, even in the cases of extremely biased or false stories. We discuss the implications of these misunderstandings as simultaneously raising the stakes for teacher educators as well as calling attention to the limits of teacher education in relation to future teachers’ knowledge of (in this case) news media.

摘要

我们的研究探索并阐述了岗前教师的认识方式，并开始概念化新闻媒体的教学方式。我们报告了我们理解为他们的理解，也许更重要的是，他们对媒体素养的误解，因为它们与他们的新兴思想有关，这些思想教给别人关于我们这个时代的关键社会和政治问题的含义。与作者一起工作的学生对重要的媒体概念和话题表现出了问题性的误解和误解。这些岗前教师误解了新闻媒体与其他媒体类型的不同之处。此外，他们经常表示，要避免在问题上产生偏见，就需要考虑两个相互竞争且同样有价值的方面，即使在极端偏见或虚假的情况下也是如此。