Reading popular culture narratives of disease with pre-service teachers
Abstract
The article offers information on LLED480: Media Literacy in the Classroom, a mandatory course designed for pre-service teachers (PST) in the secondary, English/Communications program in the Department of Curriculum and Instruction of the College of Education of Pennsylvania State University. Topics discussed include pedagogical benefits of methodological approaches and analytic frames discussion, and its goal of supporting critical inquiry stances and understanding of media as texts by PSTs.
Reference
Staples, J. M. (2013). Reading popular culture narratives of disease with pre-service teachers. Teacher Education Quarterly, 40(4), 27-40.
Journal
Teacher Education Quarterly
Analysis
Is this article part of a larger project or series of studies?
unclear
Does this study draw on a large, preexisting data set?
unclear
Research Approach
Geographic Setting
- Pennsylvania
- United States
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- Media Literacy course
- University
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
24
Duration of Data Collection
Data Sources
Data Analysis Tools
- written summaries of data (pt's work and instructor's responses)
Researcher Positionality
- inside (staying their own students)
Research Questions
"How can preservice teachers learn to critically engage with media texts that are personally significant to them and/or ones that yield particular (sometimes troubling) implications for the communities in which they live and teach?
Is this research question explicit from the manuscript? Yes