Media education forms part of the National Minimum Curriculum of England, Malta and Germany. Teacher training courses differ greatly in how teachers are prepared to teach media education. In this paper we shall investigate the attitudes of a sample of teachers trained in England, Malta and in Germany towards their perceived importance of media education and the teachers' preparedness to teach the subject. This preliminary study had a sample of 132 participants, 33 teachers from England, 47 from Germany and 52 teachers from Malta. The tool used to collect data was an online questionnaire. The results show that teachers taking part in this study were not given enough training, or any training at all to be able to teach media education with the result that they do not feel sufficiently prepared to teach the subject. It is suggested by the authors that media education becomes a compulsory component of the initial teacher training courses as well as advanced training for teachers.

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This article deals with the extent to which segments of society under-represented in the media are interested in producing their own radio programs.i Results of a research project conducted in Germany concerned with stimula-1 tion of media competence among company employees with little formal education suggest that low participation in open-access community radio stations is not due to lack of interest, but to difficulties in achieving media access. Findings suggest further that these difficulties can be overcome through target-oriented media education. In this article the design and results of such an intervention are presented and discussed in the context of an action-oriented approach to social science research. 278 Communications 24 (1999) 3Brought to you by | Kungliga Tekniska Högskolan Authenticated Download Date | 7/8/15 7:50 AM

Ausgabe 12 / 2009Themenschwerpunkt: Medien in der Lehrerbildung