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Misunderstanding child-centeredness: The case of “child 2.0” and media education
| Content Provider | Scilit |
|---|---|
| Author | Mertala, Pekka |
| Copyright Year | 2019 |
| Description | 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 |
| DOI | 10.35542/osf.io/35xth |
| Language | English |
| Publisher | Center for Open Science |
| Publisher Date | 2019-10-10 |
| Access Restriction | Open |
| Subject Keyword | Education Research Media Education Preservice Teachers Child Centeredness |
| Content Type | Text |
| Resource Type | Article |
