关键词

媒体修养,媒体教育,教育学,职前教师教育,基于胜任度的教学,媒体教育课程,大学课程研究,跨国分析

摘要

各个研究工作和实践人士结论认为,媒体教育学应整合到教师教育中来,这样才能使未来的老师们在他们的教课中有效成功地使用媒体。然而,在实际的大学课程中,这一认识未必得以反应,因为在有些地方的职前教师根本无须处理媒体教育学方面的问题即可结业。为了了解、评估和最终提高教师教育的媒体教育学水准,综合研究成为必需。对于这一情况,下述文章寻求提出一种基于理论和经验的概述,特以德国和美国为范例对职前教师教育学意义上的媒体合格度的现状进行了描述。为了形成一个基本观点,我们会介绍两国教育学媒体胜任度的不同模型,会介绍这些胜任度慢慢成为教师教育计划的程度,我们也会对相关研究进行总结。然后,我们会择选某一研究的结果和方法,以这一领域中联系德国和国际上的研究的教育学媒体胜任度的综合模型为基础,描述受考察的技能是在何处对两国学生进行测量的。国际对比视角会有助于拓宽视点、理解差别与相似。这些数据可用来辨识把媒体教育学整合到教师培训中来的不同途径,用来对这些过程对职前教师及其教育学媒体胜任度带来的后果作出结论。

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技术信息

收到: 28-02-2016

修订: 18-03-2016

公认: 10-05-2016

OnlineFirst: 15-07-2016

发布日期: 01-10-2016

文章修改时间: 19 天 | 期刊编号的平均时间修订 49: 27 天

文章接受时间: 71 天 | 期刊编号的平均接受时间 49: 86 天

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文章编辑时间: 215 天 | 期刊编号的平均编辑时间 49: 229 天

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Tiede, J., & Grafe, S. (2016). Media pedagogy in German and U.S. teacher education. [Pedagogía mediática en la formación de profesores de Alemania y EEUU]. Comunicar, 49, 19-28. https://doi.org/10.3916/C49-2016-02

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