Maria Jose Hernández-Serrano

University of Salamanca, Spain

Maria Jose Hernandez Serrano, DPhil, is a tenured lecturer in the Department of Theory and History of Education, University of Salamanca, Spain, where she currently teaches Teacher Education. She is interested in the analysis of cognitive and affective processes, along with the study of social contingencies affecting educational institutions and requiring new skills for educators. Her publications are mainly of the educational process mediated by technologies and digital competences. Her new research interest is on the transdisciplinary application of brain-based research to educational contexts and virtual environments, and the neuropedagogical implications of the technologies on the development of the brain in younger students. Dr. Serrano is currently the deputy director of Institutional and International Relationships in de School of Education, University of Salamanca.

1books edited

1chapters authored

Latest work with IntechOpen by Maria Jose Hernández-Serrano

In the face of unprecedented disruption from the COVID-19 pandemic and the rapid acceleration of digital technologies, it is necessary to rethink the competences required by teachers for meeting new and flexible learning demands. Teacher training is an area constantly evolving along with emerging social challenges that are transforming educational institutions and agents. This book provides teachers with skills, innovative solutions, cutting-edge studies, and methodologies to meet education and training system demands. In our changing world, preparing teachers worldwide for the challenges and shifts of this era involves the opportunity to exchange theories, practices, and experiences such as those contained in this book.

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Teacher Education in the 21st Century

Edited by Maria Jose Hernández-Serrano

Chapters authored

The Revolutionary Media Education Decade: From the UNESCO to the ALFAMED Curriculum for Teacher Training

By Paula Renés-Arellano, Ignacio Aguaded and Maria Jose Hernández-Serrano

Nations across the globe are immersed in a technological revolution—intensified by the need to respond to COVID-19 issues. In order to be critical and responsible citizens in the current media ecosystem, it is important that students acquire and develop certain skills when consuming and producing information for and when communicating through the media. This is a major challenge that educational systems worldwide have to face. Hence, new curricula in media education to guide future teachers towards the successful acquisition of new media skills have been proposed. The aims of this work are to conduct a theoretical approach to this worldwide technological and media evolution in the past decade, to make an in-depth comparison between the Curriculum for teachers on media and information literacy published by the UNESCO (2011) and the publication of the new AlfaMed Curriculum for the training of teachers in media education (2021). This framework starts by providing an extensive analysis of the key elements of both curricula and of their corresponding modules, establishing, thus, a constructive comparison while updating them, according to the needs, changes, and realities that have taken place regarding digital literacy in the past decade. Finally, the chapter concludes with the detailing of the challenges and with proposals for teacher training in media and information literacy.

Part of the book: Teacher Education in the 21st Century

Maria Jose Hernández-Serrano

Latest work with IntechOpen by Maria Jose Hernández-Serrano

Teacher Education in the 21st Century

Chapters authored

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