Preparing Educators for the Digital Age: Media Literacy in Teacher Education Programs

Abstract

This study explores the integration of media literacy into teacher education programs, examining preservice teachers' perceptions, challenges, and strategies for incorporating media literacy into their future classrooms. Media literacy, defined as the ability to access, analyze, evaluate, and create media in various forms, is increasingly recognized as a crucial skill for preparing students to engage with the digital world. This research employs a qualitative case study design, using semi-structured interviews to collect data from 20 preservice teachers enrolled in a teacher education program that includes a media literacy component. The findings highlight that while preservice teachers acknowledge the importance of media literacy for developing critical thinking and informed media consumption, they also face challenges such as a lack of resources and the rapidly changing media landscape. Despite these challenges, participants expressed a strong commitment to incorporating media literacy into their teaching practices and identified practical strategies for doing so. The study emphasizes the need for teacher education programs to provide ongoing support, professional development, and resources to help preservice teachers successfully integrate media literacy into their classrooms. The research contributes to the growing body of literature on media literacy in education and provides valuable insights for educators and policymakers seeking to strengthen media literacy training in teacher preparation programs.