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How Did the Meanings Constructed by Taiwanese Pre-Service Teachers from Educational News Media Affect Their Beliefs?
ARTICLE

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Educational Media International Volume 50, Number 2, ISSN 0952-3987

Abstract

The study investigates how Taiwanese pre-service teachers make meaning after reading positive or negative news coverage of educational events and how they construct meaning impact their pedagogical beliefs. An experiment with a two-group pre-test-post-test design, consisting of a positive and negative news group, is conducted. Multimedia news stories of seven educational events were selected and evaluated as positive or negative materials. In total, 215 pre-service teachers were assigned randomly to one of the two groups. Analytical results reveal that pre-service teachers who read positive news preferred inference to construct meaning. Their pedagogical beliefs did not differ when they used interpretation or inference. For negative news, pre-service teachers preferred interpretation; however, belief scores using interpretation were lower than those using inference. Specifically, meanings constructed using interpretation when reading negative news about school administrative engagement severely weakens their pedagogical beliefs. Pre-service teachers should be given sufficient material and training to rationally deal with a wide range of news stories, especially negative educational news stories. (Contains 3 tables.)

Citation

Liu, S.H. & Tsao, S.C. (2013). How Did the Meanings Constructed by Taiwanese Pre-Service Teachers from Educational News Media Affect Their Beliefs?. Educational Media International, 50(2), 135-147. Retrieved October 17, 2019 from .

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