Abstract
The education of future teachers is going through a crisis related to audiovisual education. Following what is known as the 2015–2030 Agenda, the world of education is being confronted with a new learning model that must respond to the proposals of the Sustainable Development Goals—SDGs. In this article, we want to emphasize the need for training future teachers to meet the new needs of media education, taking into account the increasing importance of sustainable development of children in relation to audiovisual media to maintain their welfare, skills and future prospects. For this reason, the objective of the study is to collect the perceptions of 278 future schoolteachers about the significance of audiovisual education and their own training on the subject, the socio-educational objectives of audiovisual tools, their positioning regarding audiovisual methodology and the concept of communication. Two ad-hoc questionnaires with an ex-post-facto design were used. The findings showed that a reduced percentage of students felt they had received full audiovisual training. Nevertheless, over half of the future schoolteachers considered their work in the classroom to be important for social and educational ends, both from a theoretical and a practical viewpoint. We believe it is necessary to provide audiovisual education to future schoolteachers based on students’ interests and needs.
Highlights
Education at all teaching levels is having to face society’s growing needs regarding new modes of communication [1,2]
All students had already completed the subject under study, as well as Educational Internships in Preschool and Primary Education schools. We considered that they represented a valuable descriptive sample and that they would allow us to learn about their perceptions and detect limitations and needs, both in their theoretical training at the university and through the knowledge they put into practice during their internships in their respective schools
Upon analysis of the assessments made by future schoolteacher of their audiovisual training (Table 1), we found that the response scoring the highest percentage across all items—learning about language, tools, critical analyzes and audiovisual tool use—was “Slightly agrees”, with percentages ranging from 29.90% to 41.70%
Summary
Education at all teaching levels is having to face society’s growing needs regarding new modes of communication [1,2]. Among the goals set to address the challenges raised in that agenda, in number 4, we want to point out the need to: (a) support quality, inclusive and equitable education for all; (b) ensure free and compulsory education (primary and secondary) for all children and youth, with an effective teaching-learning process; (c) increase the percentage of youth and adults who are professionally competent to access decent work and to promote and engage in entrepreneurship; (d) ensure that all students achieve the theoretical and practical skills essential for the promotion of sustainable development and lifestyle, as well as to advocate for human rights, gender equality and cultural diversity and contribute to peace and non-violence [4]. Recent trends consider media education as a tool for sustainability to insert young people into the Information Society or Knowledge Societies, as framed by UNESCO (United Nations Educational, Scientific and Cultural Organization) and civil society actors [5]
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