Outside Training of Spanish University Students of Education for the Didactic Application of Cinema: Formal, Non-Formal, and Informal Perspectives

Alejandro Lorenzo-Lledó,Alba Gilabert-Cerdá,Asunción Lledó,Gonzalo Lorenzo

doi:10.3390/educsci12010038

Alejandro Lorenzo-Lledó, Alba Gilabert-Cerdá + Show 2 more

Open Access

https://doi.org/10.3390/educsci12010038

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Journal: Education Sciences	Publication Date: Jan 8, 2022
Citations: 3	License type: CC BY 4.0

Affiliation: University of Alicante

Abstract

Nowadays, audiovisual media play a central role in access to information and in personal relationships. Among the audiovisual media is cinema, which due to its heterogeneous nature, can fulfill diverse educational functions. The objective of this study was to learn about the training that future teachers in Spain receive outside of their teaching degree for the didactic use of cinema. In addition, we sought to understand the influence of training on perceptions regarding the educational potential of cinema and the predisposition to its use. Using a quantitative approach, information was collected from 4659 students from 58 Spanish universities. The questionnaire used covered perceptions about the potencialities of cinema as a didactic resource in pre-school and primary classrooms (PECID). The results showed that 95.1% of the students had not received training. In addition, we found a significant influence of training on their perceptions of the educational possibilities of cinema. Furthermore, we found an influence on their predisposition to use training in their future teaching practice. Overall, it is necessary to implement training actions to fill the gaps detected in favor of a quality education with active learning and linked to society.

Highlights

Nowadays, audiovisual media play a central role in access to information and can influence personal relationships and the vision of reality
Among the audiovisual media is cinema, which has more than 125 years of history, is a central part of life with fascinating stories, and can be considered the diary of humanity [2]
It is essential that the didactic application of cinema be approached from the perspective of innovation, promoting a more participatory, open, interdisciplinary, and personalized methodology

Summary

Introduction

Audiovisual media play a central role in access to information and can influence personal relationships and the vision of reality. Cinema is characterized by having a heterogeneous nature and can be considered as art, technique, mass media, historical document, expressive language, or technological resource This allows it to fulfill diverse educational functions based on the proposed learning objectives. It is essential that the didactic application of cinema be approached from the perspective of innovation, promoting a more participatory, open, interdisciplinary, and personalized methodology In this manner, new relationships are created between teachers and students and amongst the students themselves. The present study advocates an integrative and holistic view of film in education, on the one hand as a didactic resource (backup and support) for learning strategies, and on the other hand as an audiovisual medium In this regard, knowledge of the cinematographic language should be investigated to develop a critical vision and an understanding of how to create cinematographic works by incorporating different digital tools and technologies

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