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Cinematographic Habits of Future Spanish Teachers from a Socio-Educational Perspective

Author

Listed:
  • Alejandro Lorenzo-Lledó

    (Department of Development Psychology and Teaching, Faculty of Education, University of Alicante, 03690 San Vicente del Raspeig, Spain)

  • Asunción Lledó

    (Department of Development Psychology and Teaching, Faculty of Education, University of Alicante, 03690 San Vicente del Raspeig, Spain)

  • Elena Pérez-Vázquez

    (Department of Development Psychology and Teaching, Faculty of Education, University of Alicante, 03690 San Vicente del Raspeig, Spain)

  • Gonzalo Lorenzo

    (Department of Development Psychology and Teaching, Faculty of Education, University of Alicante, 03690 San Vicente del Raspeig, Spain)

Abstract

One of the key features of today′s society is the role of technology and mass-media. Among these tools, cinema has influenced successive generations more than 100 years. From an educational point of view, it is a resource of high pedagogical value. Moreover, it is present in the daily life of university students who will be the future teachers. Therefore, the aim of this study is to find out the film consumption habits of students in the teacher′s degree in Spanish universities. A quantitative approach was adopted with a survey design, and the national sample was made up of 4659 students. They ware from the different regions of Spain and 58 universities. The questionnaire called Percepciones sobre las potencialidades del cine como recurso didáctico en las aulas de Infantil y Primaria (PECID) was designed ad hoc for this research. The results obtained showed that most students have a weekly habit of consuming films, with fiction being the most popular type of film. Likewise, the viewing of films is preferably done through television and the computer. It can be concluded that this familiarity with cinema outside the university should be complemented with specific training in the teacher′s degree. In this sense, it contributes to an optimal application of cinema.

Suggested Citation

  • Alejandro Lorenzo-Lledó & Asunción Lledó & Elena Pérez-Vázquez & Gonzalo Lorenzo, 2020. "Cinematographic Habits of Future Spanish Teachers from a Socio-Educational Perspective," IJERPH, MDPI, vol. 17(15), pages 1-19, July.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:15:p:5361-:d:389762
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    References listed on IDEAS

    as
    1. Katia Perea, 2018. "Touching Queerness in Disney Films Dumbo and Lilo & Stitch," Social Sciences, MDPI, vol. 7(11), pages 1-11, November.
    2. Christophe Gauld & Marielle Wathelet & François Medjkane & Nathalie Pauwels & Thierry Bougerol & Charles-Edouard Notredame, 2019. "Construction and Validation of an Analytical Grid about Video Representations of Suicide (“MoVIES”)," IJERPH, MDPI, vol. 16(15), pages 1-11, August.
    3. Alejandro Lorenzo-Lledó & Asunción Lledó & Gonzalo Lorenzo, 2020. "Cinema as a Transmitter of Content: Perceptions of Future Spanish Teachers for Motivating Learning," Sustainability, MDPI, vol. 12(14), pages 1-15, July.
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