Perceptions of Future Teachers of Audiovisual Education and Communication. Challenges in Training for a Sustainable Education

Abstract

The education of future teachers is going through a crisis related to audiovisual education. Following what is known as the 2015–2030 Agenda, the world of education is being confronted with a new learning model that must respond to the proposals of the Sustainable Development Goals—SDGs. In this article, we want to emphasize the need for training future teachers to meet the new needs of media education, taking into account the increasing importance of sustainable development of children in relation to audiovisual media to maintain their welfare, skills and future prospects. For this reason, the objective of the study is to collect the perceptions of 278 future schoolteachers about the significance of audiovisual education and their own training on the subject, the socio-educational objectives of audiovisual tools, their positioning regarding audiovisual methodology and the concept of communication. Two ad-hoc questionnaires with an ex-post-facto design were used. The findings showed that a reduced percentage of students felt they had received full audiovisual training. Nevertheless, over half of the future schoolteachers considered their work in the classroom to be important for social and educational ends, both from a theoretical and a practical viewpoint. We believe it is necessary to provide audiovisual education to future schoolteachers based on students’ interests and needs.

Media Studies, Audiovisual Media Communications, and Generations: The Case of Budding Journalists in Radio Courses in Greece

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Understanding the Relational Dynamics of Chilean Rural Teachers: Contributions from a Narrative-Generative Perspective

“…For the generation of knowledge about rural schools to become a solid collaborative base, research has a strategic role to play [60][61][62]. Leaders of rural school organizations, administrative decision-makers and politicians in rural areas receive through it evidence that can influence decision-making and favour the construction of paradigms.…”

Paradigma Baharu PdPR: Satu Sorotan Kajian

“…Namun begitu, adaptasi ini bukan sahaja peranan satu pihak tetapi semua yang terlibat dalam pendidikan perlu berganding bahu serta menjayakannya. Guru dan murid perlu menyesuaikan diri serta menguasai kemahiran digital dan teknologi dalam PdPR (Mohd Nor, Nik Yusoof & Haron, 2020;Esteve-Faubel, Oller-Benitez & Aparicio-Flores, 2020). Keadaan ini adalah untuk menjamin agar pendidikan dapat dilaksanakan seperti yang telah dirancang.…”

“…Penggunaan teknologi adalah satu keperluan dalam pelaksanaan PdPR. Justeru, kemahiran dan pengetahuan perlu dimantapkan dengan latihan atau kursus-kursus sama ada secara dalaman atau luar (Esteve-Faubel et al, 2020). Malah, pelaksanaan PdPR meliputi pelbagai medium, peralatan dan gajet yang bersesuaian.…”

“…Hal ini bertujuan untuk menambah minat serta pemahaman tentang pengajaran dan pembelajaran yang dilaksanakan. Malah, latihan tambahan secara kendiri mahupun daripada luar juga adalah satu keperluan untuk peningkatan pengetahuan dan kemahiran dalam pelaksanaan pengajaran dan pembelajaran di rumah (Esteve-Faubel, Oller-Benitez & Aparicio-Flores, 2020). Perkara ini adalah bertujuan untuk menjamin kualiti dan keberkesanan pelaksanaan pengajaran dan pembelajaran di rumah.…”