Medienbildung im schulischen Kontext - eine Herausforderung für Lehramtsstudierende : eine empirische Studie über die Verortung des medialen Habitus bei angehenden Lehrpersonen und die Anforderung, Medienbildung im Grundschulunterricht zu implementieren

Zuliani, Barbara; Kommer, Sven Gustav Karl (Thesis advisor); Köhler, Thomas (Thesis advisor)

Aachen (2019)
Dissertation / PhD Thesis

Dissertation, Rheinisch-Westfälische Technische Hochschule Aachen, 2019

Abstract

The present study is supposed to give insight and a possible explanation in media perception and action schemes of aspiring teachers who grew up with digital media in their childhood. The theoretical frame of reference is the habitus concept of the sociologist Pierre Bourdieu, which was further developed and specified by Ralf Biermann and Sven Kommer. According to the medial habitus, socio-economic and cultural resources of the surveyed students in the sixth semester of the Private University of Education of the Diocese Linz are examined in this study. The purpose is to search for an effective and conditional structure for media-pedagogical action in their future occupational field. In order to delimit the social space the surveyed students and their parents were queried about their sociographic data, media-specific capital resources and media habits. The results were placed in context to their school experience. For the present study, in which 262 students participated, shortly before their teacher's examination, a three-part research design was chosen. In the first part, respondents are asked to comment on an article discussing the demand for media education in a scholastic context and to answer five key questions. The statements of the surveyed students were coded. On this basis a questionnaire was generated, which was evaluated quantitatively with the statistical program SPSS. The data-reducing factor analysis process identified four factors that correlated with educational and parental access data to digital media. From the data emerges a homogenous teacher image. It shows that the influence of educational measures in the area of digital media usage on the later self-esteemed media literacy of prospective teachers has significant correlations but little effect. Key success factors for sustainable, media-literate action are a fundamentally positive attitude to digital media. In addition, access to key media seems important. Also a temporary space in the form of available time. If this result should be applied to the school's field of action, the question arises: What form of conditional structure should the institution school provide in the field of media education to make it sustainable and successful? The third part of the thesis deals with the media-specific distinction of topics out of the teaching practice of future teachers.

Institutions

  • Theory of Teaching and Digital Education Teaching and Research Unit [731820]

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