Pedagogical Practices of Critical Media Literacy

Chlapoutaki, Elisavet; Dinas, Kostas D.

doi:10.6007/majess/v2-i1/1021

Cited by 2 publications

(1 citation statement)

References 11 publications

(22 reference statements)

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“…On the other hand, the findings show that some teachers have difficulty redesigning the TU, as they conduct their lessons based on previous similar TU. This finding bears witness to the difficulty some of the teachers face in accepting and applying updated approaches to lesson planning, most likely due to a lack of knowledge or weakness in managing language teaching practices of an interpretive and critical character, depending on the prevailing school context (Chlapoutaki, 2016). In addition, significant reliance on the student's and teacher's books bears witness to the degree of attachment to the Curriculum since a lot of teachers attempt to strike a balance between the quantifiable aims of the official educational policy and their professional ethics (O'Mara et al, 2021).…”

Section: Discussion Of the Resultsmentioning

confidence: 99%

L1 Lesson Planning: Investigating the Experiences, Practices, and Perspectives of Greek Teachers

Papaspyrou,

Karatrantou

2024

EJSSS

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The aim of this research is to investigate the extent to which Greek primary school teachers plan the L1 (first language) lesson, the teaching approaches they use as well as the teachers’ opinions regarding ways to strengthen the students’ interest in the lesson. For this purpose, an individual questionnaire was created and distributed to teachers at primary schools in order to research the way in which they plan the L1 lesson and the criteria they use for the selection of the teaching objectives and teaching content. The analysis of the data obtained shows that teachers plan their lessons based on the everyday life and the needs of their students and, to a lesser extent, on the teaching objectives of the Curriculum. The inclusion of both their teaching identities and those of their students is considered an important factor in lesson planning. Digital literacy, constructive collaboration, interdisciplinarity and experiential learning emerge as crucial aspects that contribute to strengthening the students’ involvement in language learning. Article visualizations:<img src="/-counters-/soc/0701/a.php" alt="Hit counter" />

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Section: Discussion Of the Resultsmentioning

confidence: 99%