Formation of media competence of future teachers using media texts

Abstract

The article is devoted to the problem of forming the media competence of future teachers, where the authors propose to use media texts of different types as the main tool. It provides detailed analysis of the views of scientists on the essence and content of the definition of "media competence of the individual", which is interpreted today in line with the psychological, pedagogical, and technological approaches. As a result of the ascertaining section, a predominantly low level of the formation of the media competence of future teachers was determined, which necessitated the theoretical substantiation and implementation of a number of pedagogical conditions. These include: the formation of a positive motivation among future specialists for the use of media in the educational process; organization of an educational media environment in higher education institutions aimed at developing media competence among future teachers; attraction of future specialists to purposeful, creative media activity and the creation of their own media product. The research introduced the testing of such conditions which provided for the systematic work of students with media texts of various types (posts on social networks and comments to them, movies, cartoons, videos of classes, lessons, and other forms of work with students, webinars, scientific, educational, and other texts in the open access, audio recordings (music, songs, audio books), iconic signs (photos, drawings, infographics)). A number of effective media texts have been identified and introduced into the educational process from the point of view of the formation of media competence of future teachers.Keywords: media competence of personality; media competence of the future teacher; media tools; media product; media text; media environment. 1.INTRODUCTIONModern society is rapidly developing, transforming through the active penetration of information and communication technology (ICT) in all spheres of human activity. Accordingly, it makes new demands on the individual: to be able to navigate in cyberspace, critically comprehend information, possess the skills and abilities to work with various media, respond promptly to the challenges of technological progress, etc. It should be noted that modern children of Generation Z (or "Thumb"), starting from preschool age, actively use media (gadgets) in everyday life, most often for entertainment purposes. On the other hand, the analysis of the Concept of the New Ukrainian School [1] shows that an important task of a modern school already at the stage of primary school age is the formation of information and digital competence of students, which the document interprets as the critical use of ICT to create, search, process, exchange information at work, in public space and private communication. The components of this competence include information and media literacy, knowledge of programming basics, understanding of information ethics (copyright, intellectual property, etc.), developed algorithmic thinking, database skills, abilit...

El desafío de la Competencia Mediática en la educación del pensamiento crítico

“…Una siguiente estrategia consistiría en ofrecer a los estudiantes la oportunidad de crear como resultados de sus aprendizajes contenidos y mensajes a través de medios digitales para mejorar su comprensión sobre las habilidades necesarias para desenvolverse con éxito en los medios sociales con un fin académico (Tolmachova y Bader, 2022). El profesorado puede incorporar proyectos de producción de recursos digitales en los que el alumnado tenga que producir como resultado de su aprendizaje vídeos, podcasts, blogs o contenidos para las redes sociales.…”