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Table 3. Teachers’ Opinions about their Attitude to Main Aims of Media Education

The analysis of the data of Table 3 leads us to the conclusion that the teachers support the following theories of media education (in descending order):

1.Development of the critical thinking ( the main aim is to develop the critical thinking, personality’s autonomy towards the media/media texts)- 63,16% (without significant gender differentiation, but with the dominance of younger generation of teachers);

2.Aesthetic (the main goals are to develop the “good” aesthetic perception, taste, abilities for the efficient evaluation of the aesthetic quality of a media text, for understanding of media texts; propaganda of the masterpieces of media culture)- 57, 89% (there are about 11% more of women’s voices here than men’s);

3.Ideological (the main aim is the development of the skills for political, ideological analysis of different aspects of media/media culture) – 50, 88%.

4.Cultural Studies (the main aim is to develop the audiences’ skills for the analysis of media texts in the broad cultural, and social context) – 43, 86%;

5.Practical (the main goal is to teach the audience practical skills of operating media technology) – 43, 86%;

6.Semiotic (the main aim is the development of the audiences’ skills for perception, understanding and analysis of the media language) – 36, 84% (there are 14% more of female than male voices);

7.Inoculatory/Protectionist (the main aim to protect the audience from the harmful affects of media) - 35, 09% (women’s votes dominate by 11%);

8.Development of the democratic thinking ( the main goal is to prepare young people for living in the democratic society with the help of media/ media culture)- 35, 09% (there are 14% of men’s voices, than women’s);

9.Satisfaction of the audience’s needs- 33, 33% (the main aim is to satisfy the needs of the audience in the area of media/ media culture).

Herewith, teachers consider the following to be important: development of the skills for moral, psychological analysis of different aspects of media, media culture (26, 31%, the women’s voices are twice as many as the men’s); communicative abilities (29, 82%, men’s voices are twice as many as the women’s); skills to self expression through media, creation of media texts (17, 54%). Such objectives as the knowledge about the history of media/ media culture (14, 03) and theory of media and media culture (7, 02%) got the smallest rating, though in the latter case it is not quite clear how one can develop, for instance, critical thinking of the audience or teach about the media language without reliance on the theories of media.

Comparison of these data and the results of the questionnaire of the international expert group [Fedorov, 2003] shows that the opinions of Russian teachers are close to those of the experts’ in many cases: the teachers (though the percentage is smaller) place the aim of the development of critical thinking on the top, as well as the experts (84, 61% of experts, 63, 16% of teachers). The difference in attitude towards aesthetic (57, 89% of the teachers, 46, 15% of the experts), ideological (50, 88% of the teachers, 38, 46% of the experts), practical (43, 86% of the teachers, 50% of the experts) and “consumerism” (33, 33% of the teachers, 30, 77% of the experts) objectives of media education is not crucial, as you can see from the figures above.

Yet the comparison with the experts’ rating of the objectives reveals that Russian teachers tend to over estimate the role of “protectionist” (35, 09% of the teachers vs. 15, 38 % of the experts) objectives of media education, to the detriment of the semiotic and cultural studies aims, which got 57 to 70 % of the experts’ votes.

Almost twice less rating was made by such a popular with the experts (61, 89%) category as the development of the critical thinking. The same is true for the communicative aim (57, 34% of the experts vs. only 29, 82% of the teachers) and for the development of the skills for self-expression through media (53, 85% of experts, 17, 54% of teachers).

The importance of the knowledge about the history and theory of media/ media culture turned out to be also underestimated by the teachers, compared to the expert group. There are 37 to 48% of supporters of these aspects among the experts, while only 7 to 14% among teachers.

All of this leads us to a conclusion that in spite of the general support given by the experts and the teachers to the priority of the development of critical thinking on the material of media culture, there is no sufficient understanding among the in-service Russian teachers of the importance of several other media educational objectives. For example, the potential of the media education lessons aimed at the development of the democratic thinking of the audience are clearly estimated too low, while the weight of the protectionist objectives is exaggerated.

So, the figures of Table 3 offer some idea of the “theoretical” background which influences the teacher’s work. However, we needed to find out, to what extent the teachers really implement elements of media education at their classes. The results of the answers are presented in Table 4.

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