ACTIVE ENGAGEMENT IN A PROFESSIONAL LEARNING COMMUNITY TO INFLUENCE TEACHER COMPETENCY AND SELF-EFFICACY TOWARDS MEDIA LITERACY INSTRUCTION
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Date
2019-03-19
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Journal ISSN
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Publisher
Johns Hopkins University
Abstract
The incorporation of media literacy into a teacher’s curriculum is important because it provides students with opportunities to actively engage with information and critically evaluate it, skepticism and ability to understand the purpose, audience, and subject of messages. However, teachers’ perceived feelings of self-efficacy, competency, and motivation may affect the adoption of educational innovations such as media literacy. Based on data collected from a high school in Northern Virginia, an intervention was designed to support teachers through a professional learning community to increase competency and self-efficacy with media literacy and develop collegial relationships vital for sustained support and professional collaboration. Deductive coding of qualitative data and statistical analysis of quantitative data indicated that time for teachers to collaborate with peers and observe examples of media-literacy implementation for instruction improved levels of self-efficacy with media literacy and led to positive attitudes toward media-literacy implementation and confidence regarding its use for instruction.
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Keywords
Media literacy, teacher competency, teacher self-efficacy, teacher attitudes and beliefs, Professional Learning Community, Professional development