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The first phase analyzed 179 study guides from 83 Spanish universities via thematic coding. The second phase conducted 13 in-depth interviews with university teachers responsible for media education-related courses. Findings indicate unequal representation of media education dimensions in curricula and a broad variety of teaching methods and assessment tools. The study recommends that education authorities and teacher educators redesign preparation for future teachers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/media-training-for-future-education-professionals-a-study-of-the-spanish-context/600855/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/media-training-for-future-education-professionals-a-study-of-the-spanish-context/600855.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research approach does the article use to study media education training in Spain?","Question",{"text":112,"@type":113},"It applies a mixed research paradigm, combining thematic analysis of university study guides with qualitative insights from in-depth interviews with university teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the data collected in the first phase of the study?",{"text":117,"@type":113},"The authors analyzed 179 study guides from 83 Spanish universities using a thematic coding system to examine how media education is developed.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results suggest about media education in university curricula?",{"text":121,"@type":113},"They show that the presence of media education dimensions in curricula is unequal, while teachers use a wide range of teaching methods and evaluation tools.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600855,1792209858,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Media training for future education professionals: study the Spanish Context  \nMedia training for future education professionals: A study of the Spanish Context  \nCarlos Rodríguez-Hoyos  \n[rodriguezhc@unican.es](rodriguezhc@unican.es)  \nDepartamento de Educación, Universidad de Cantabria  \nAquilina Fueyo Gutiérrez  \n[mafueyo@uniovi.es](mafueyo@uniovi.es)  \nDepartamento de Ciencias de la Educación, Universidad de Oviedo  \nAbstract  \nThis article presents the results of research aimed at finding out how training in media education is being developing in Spanish Universities . From a methodological perspective, this work is part of what can be considered a mixed research paradigm . In the first phase, the content of 179 study guides from 83 Spanish universities was analysed using a thematic coding system to analyse the data. In the second phase, 13 in-depth interviews were conducted with university teachers in charge of teaching subjects related to media education in order to understand how they were developing these experiences (methodologies used, systems of assessment, etc.) . The results show that the presence of dimensions of media education in curricula is unequal and that teachers are using a wide range of teaching methods and evaluation tools . This study suggests that the education authorities and university teachers should rethink training for future teachers and include contents that facilitate understanding the functioning of the media as a way of accessing diverse cultural representations .  \nKeywords  \nMedia; Media Education ; Technology Education; Initial Teacher Training  \nC. Rodríguez-Hoyos & A. Fueyo Gutiérrez  \nDigital Education Review-Number 33, June 2018-[http://greav.ub.edu/der/](http://greav.ub.edu/der/ 217)[ 217](http://greav.ub.edu/der/ 217)  \nI. Theoretical framework  \nA number of international institutions have identified the need to improve the provision of education in the field of media and technology and have established policies with this aim. In 2008 UNESCO attempted to develop a global curriculum for teacher training in media education called“Cooperation Program on Media and Information Literacy and Intercultural Dialogue”which would be developed within the academic platform UNITWIN. Other institutions such as the Alliance of Civilizations and various universities from around the world also participated in this project (FrauMeigs & Torrent, 2009) . In 2011, the introduction of a curriculum for teachers was promoted aimed at enabling this group to develop a greater understanding of the role that the media and information technology plays in their lives and those of their students . In addition to establishing an area of contents and a series of teaching and learning strategies, this curriculum raised the need for creating a balance between the acquisition of knowledge and the process of a critical approach to the media, as suggested in several previous studies ( Hoeschmann & Poyntz, 2002; Livingstone, 2007) . Meanwhile, the European Commission has repeatedly raised the need to influence the assessment criteria of levels of media literacy in Europe in its recommendations to all European Union states, highlighting the importance of promoting systematic research on its dimensions and on its level of development (Commission of the European Communities, 2009) .  \nThe review of specialised literature has shown that there is no international consensus when it comes to defining the best curriculum for media literacy (Potter, 2010) . Although an analysis of diverse studies allows us to identify the basic concepts that media education curricula should include: the idea that the media are always constructions of reality (Tyner, 2014), the use of codes and conventions for the analysis and production of messages (Peppler & Kafai, 2007), understanding the role of audiences (Ferguson, 2001), the analysis of the implicit ideology in messages (Giroux, 2011) and the study of media production processes (Buckingham, ","cbCaidhqvmi7P5A4","https://ap.wps.com/l/cbCaidhqvmi7P5A4","pdf",375451,18,"English","# I. Theoretical framework\n## International policies on media education and teacher curricula\n## Defining media literacy curricula and core concepts\n## Media skills research in Spain\n## Legal regulation of teacher qualifications in Spain\n## Evolution of media education in initial teacher training","[{\"question\":\"What research approach does the article use to study media education training in Spain?\",\"answer\":\"It applies a mixed research paradigm, combining thematic analysis of university study guides with qualitative insights from in-depth interviews with university teachers.\"},{\"question\":\"How was the data collected in the first phase of the study?\",\"answer\":\"The authors analyzed 179 study guides from 83 Spanish universities using a thematic coding system to examine how media education is developed.\"},{\"question\":\"What do the results suggest about media education in university curricula?\",\"answer\":\"They show that the presence of media education dimensions in curricula is unequal, while teachers use a wide range of teaching methods and evaluation tools.\"}]","Media training for future education professionals - A study of the Spanish Context | PDF",1792091514,45]