<abstract xmlns="http://www.w3.org/1999/xhtml"><p>This article explores how media teachers’ self-images, positionings and interpretative repertoires inform educational practices in media education. Media education is viewed as a critical element of 21<sup>st</sup> century learning. However, we have very little knowledge of the implementers of this critical element, the media teachers. Based on a thematic literature review of historical positions of the Nordic media teacher, and supported by national survey data on the media teachers’ backgrounds, motivations and practices (n=383), the subject is explored through focus groups and individual interviews with media teachers at two case schools in upper secondary media education in Norway. The findings suggest that there are different and conflicting understandings about being media teachers, resulting in different educational practices with wider implications for the future implementation of media education.</p></abstract>

This article explores how media teachers’ self-images, positionings and interpretative repertoires inform educational practices in media education. Media education is viewed as a critical element of 21st century learning. However, we have very little knowledge of the implementers of this critical element, the media teachers. Based on a thematic literature review of historical positions of the Nordic media teacher, and supported by national survey data on the media teachers’ backgrounds, motivations and practices (n=383), the subject is explored through focus groups and individual interviews with media teachers at two case schools in upper secondary media education in Norway. The findings suggest that there are different and conflicting understandings about being media teachers, resulting in different educational practices with wider implications for the future implementation of media education.

Media Education Goes Professional?

Nordicom Review

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Media Teachers’ Self-Image, Positioning and Educational Focus

This article explores how media teachers’ self-images, positionings and interpretative repertoires inform educational practices in media education. Media...

	2006	2012
Trade certificate / master certificate	14	13
Technical college / tertiary vocational college	5	2
University or university college / in media subjects	71 / 35	71 / 47
University or Univ.college, master’s degree / in media subjects	27 / 9	27 / 20
2–4 years integrated teacher education	16	17
0,5–1 year pedagogicval certification	56	68
Number of respondents	127	383

Media Education Goes Professional?

Online veröffentlicht: 15. Juni 2017

Seitenbereich: 81 - 95

DOI: https://doi.org/10.1515/nor-2016-0019

Schlüsselwörter
media teachers, media education, media literacy, interpretative repertoires, professional cultures, communities of practice

© 2017 Synnøve Amdam, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Figure 1

Education for Program Media Teachers (per cent)

Media Education Goes Professional?

Online veröffentlicht: 15. Juni 2017

Seitenbereich: 81 - 95

DOI: https://doi.org/10.1515/nor-2016-0019

Schlüsselwörtermedia teachers, media education, media literacy, interpretative repertoires, professional cultures, communities of practice

© 2017 Synnøve Amdam, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Figure 1

Education for Program Media Teachers (per cent)

Schlüsselwörter
media teachers, media education, media literacy, interpretative repertoires, professional cultures, communities of practice