예비유아교사의 미디어 리터러시에 대한 인식 연구

Abstract

The purpose of this study is to investigate the perceptions of kindergarten early childhood teachers on media literacy. For this purpose, 258 pre-school teachers enrolled in the early childhood education department of universities were targeted. The research tool was modified and supplemented with the test tool developed by Jihye Kwon (2017) and Seonah Kim (2021) to investigate the perception of media literacy. The derived contents were analyzed using the PASW18.0 statistical program. As a result of the study, first, it was confirmed that the perception of media literacy of preschool teachers was high while the awareness of the concept of media literacy itself was low. Second, preschool teachers' understanding of media literacy was found to be higher than the average of preschool teachers' understanding of media literacy. As a sub-factor, critical understanding of media was the highest, followed by social communication using media, media usage ethics, understanding of media characteristics, and expression using media. When viewed by grade level, media literacy comprehension showed a significant difference in perception by grade level. In particular, it was found that critical understanding of media and media use ethics showed significant results in the academic year. It is expected that the results of this study can be used as basic data for education to improve media literacy competency of kindergarten teachers who can more actively respond to the future society.