Cinematographic Habits of Future Spanish Teachers from a Socio-Educational Perspective

Abstract

One of the key features of today′s society is the role of technology and mass-media. Among these tools, cinema has influenced successive generations more than 100 years. From an educational point of view, it is a resource of high pedagogical value. Moreover, it is present in the daily life of university students who will be the future teachers. Therefore, the aim of this study is to find out the film consumption habits of students in the teacher′s degree in Spanish universities. A quantitative approach was adopted with a survey design, and the national sample was made up of 4659 students. They ware from the different regions of Spain and 58 universities. The questionnaire called Percepciones sobre las potencialidades del cine como recurso didáctico en las aulas de Infantil y Primaria (PECID) was designed ad hoc for this research. The results obtained showed that most students have a weekly habit of consuming films, with fiction being the most popular type of film. Likewise, the viewing of films is preferably done through television and the computer. It can be concluded that this familiarity with cinema outside the university should be complemented with specific training in the teacher′s degree. In this sense, it contributes to an optimal application of cinema.

Primary school pre-service teachers’ perception of documentary films as educational resources

“…However, future primary teachers do not consume this type of audiovisual with a high frequency. One of the reasons may be the scarce tradition of use in the educational system of audiovisuals, something that the results show and that aligns with the works of Pérez Tornero et al In relation to the habits and frequency of documentary films consumption, the medium-low consumption detected in our study, as well as the main use of television and computer, are very close to the results obtained by Lorenzo-Lledó, Lledó, Pérez-Vázquez, and Lorenzo (2020b). We can interpret that, if they have not had frequent contact with this medium, they will hardly be great consumers of it and therefore, although there seems to be some interest in its use in their professional future, it will be difficult for the documentary to be used successfully in Primary.…”

Outside Training of Spanish University Students of Education for the Didactic Application of Cinema: Formal, Non-Formal, and Informal Perspectives

“…In contrast, the Basque Country is the community with the least training outside the Degree and has the lowest percentage of students with training (3.8%) within the Degree [18]. In addition, it is the community with the lowest mean weekly film viewing in the student body [69]. It is, therefore, a particular case that requires a particularly relevant training intervention.…”

“…Along the same lines, [52,54,56] reflected the need to make up for deficiencies in media skills with specific literacy policies. However, students, as highlighted by [69], have a weekly habit of consuming films, which can be a way of accessing knowledge of the audiovisual medium. This can also be a stimulus to broaden training through non-formal and informal channels pointed out by several authors [19][20][21][22].…”

“…Furthermore, [19] investigated the presence of cinema training content in the curricula of non-university educational stages. In the context of informal learning, [69] also addressed the cinematographic habits of future teachers in Spain from a socio-educational approach. Nonetheless, there are no studies that, bearing in mind the different training modalities, investigate the training that future teachers receive outside of their undergraduate studies; neither is there any research analyzing the influence of this training.…”