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Tomé, V., Crespo, M., Branco, S. & Nery, I, (2023). Portuguese Journalists Training Teachers in the New Media Education Landscape During COVID-19. In The Routledge Handbook of Media Education Futures Post-Pandemic. (pp. 216-225).: Routledge.

V. M. Tomé et al.,  "Portuguese Journalists Training Teachers in the New Media Education Landscape During COVID-19", in The Routledge Handbook of Media Education Futures Post-Pandemic, Routledge, 2023, pp. 216-225

@incollection{tomé2023_1721669395712,
	author = "Tomé, V. and Crespo, M. and Branco, S. and Nery, I,",
	title = "Portuguese Journalists Training Teachers in the New Media Education Landscape During COVID-19",
	chapter = "",
	booktitle = "The Routledge Handbook of Media Education Futures Post-Pandemic",
	year = "2023",
	volume = "",
	series = "",
	edition = "Yonty Friesem, Usha Raman, Igor Kanižaj, Grace Y. Choi",
	pages = "216-216",
	publisher = "Routledge",
	address = "",
	url = "https://www.routledge.com/The-Routledge-Handbook-of-Media-Education-Futures-Post-Pandemic/Friesem-Raman-Kanizaj-Choi/p/book/9781032225036"
}

TY  - CHAP
TI  - Portuguese Journalists Training Teachers in the New Media Education Landscape During COVID-19
T2  - The Routledge Handbook of Media Education Futures Post-Pandemic
AU  - Tomé, V.
AU  - Crespo, M.
AU  - Branco, S.
AU  - Nery, I,
PY  - 2023
SP  - 216-225
UR  - https://www.routledge.com/The-Routledge-Handbook-of-Media-Education-Futures-Post-Pandemic/Friesem-Raman-Kanizaj-Choi/p/book/9781032225036
AB  - This chapter presents seven lessons learnt from the pandemic through the project Media Literacy & Journalism (2017-…), implemented by the Portuguese Journalists Union in partnership with the Ministry of Education. Focused on certified face-to-face in-service teacher training (K-12) in Media Education, supporting and monitoring teachers developing projects in schools and communities, the project follows a mixed-method approach, collecting data through questionnaires, observation, field notes, and interviews. Due to the pandemic, several classes were interrupted, and others adapted, forcing the project to design a rapid response. Results show that teachers’ adaptation to online settings is not an issue, as they are willing to design and implement projects, both as trainees and as co-researchers. Teachers are able to develop media education activities with their pupils, using traditional and/or digital technologies, whether online or offline, and the projects can resist even during a pandemic if they are supported by the school board.
ER  -