Pre-service teachers as designers in the context of advertising literacy education

Britt Adams, Tijs Rotsaert, T. Schellens, M. Valcke
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引用次数: 1

Abstract

The present study describes how teacher design teams (TDTs) in pre-service education were set up to create in-school programs about advertising. A multiple case-study design was employed to reveal what kinds of input-, process-, and output-related factors facilitate or hinder the collaboration of three voluntarily participating teams of pre-service teachers. By combining pre-TDT questionnaire data with an analysis of audiorecorded team design discussions and reflective data collected after the design process, we found that the participating student teachers (1) were unfamiliar with design assignments at the start of the project, but were all intrinsically motivated to take part; (2) especially express practical concerns when designing learning materials, and (3) argue that TDTs positively contribute to their professional development. As this study revealed both facilitating and hindering factors, recommendations for future organization of and research on TDTs in pre-service education are offered.
职前教师作为广告素养教育背景下的设计师
本研究描述职前教育教师设计团队(TDTs)如何建立校园广告课程。本研究采用多案例研究设计来揭示哪些输入、过程和输出相关因素促进或阻碍了三个自愿参与的职前教师团队的合作。通过将tdt前的问卷数据与团队设计讨论的音频记录和设计过程后收集的反思数据相结合,我们发现参与的实习教师(1)在项目开始时对设计任务不熟悉,但都有参与的内在动机;(2)在设计学习材料时特别表达了实际的关注;(3)认为tdt对他们的专业发展有积极的贡献。本研究同时揭示了促进和阻碍职前培训的因素,并对未来职前培训的组织和研究提出了建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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