Can We Support Preservice Teachers' Intention to Teach Media & Information Literacy? Reflective Exercises with the Theory of Planned Behavior
Sarah Gretter, Michigan State University Hub for Innovation in Learning and Technology, United States
Journal of Technology and Teacher Education Volume 26, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Previous research on preservice teachers' views on Media & Information Literacy (MIL) showed that despite their positive attitudes and high intention to teach MIL to students, they do not feel like they possess the pedagogical knowledge to implement MIL in their future classroom. An online module with a series of reflective activities based on the Theory of Planned Behavior was designed to better understand how preservice teachers' views about teaching MIL manifested themselves in practice. This qualitative analysis underlined the benefits of such exercises in supporting preservice teachers' intention. Negative case analysis also highlighted views that did not align with the current literature on MIL. As such, recommendations are provided for educators and administrators hoping to integrate MIL education in teacher preparation programs.
Gretter, S. (2018). Can We Support Preservice Teachers' Intention to Teach Media & Information Literacy? Reflective Exercises with the Theory of Planned Behavior. Journal of Technology and Teacher Education, 26(4), 553-586. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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