AbstractThis thesis examines the connection between teachers’ social identities and their reception of, choices of, and uses of teaching resources as media. Within this research teachers are defined as social communicators and teaching resources are classified as media, making use of audience reception analysis (Hall, Hobson, Lowe, & Willis 1980; Livingstone, 2007).
It continues to examine how teachers, as social communicators, choose and use their resources based upon their own social identity receptions of resources as media and upon their social identity constructions of their pupils. From there it investigates how their social identity construction of their pupils impacts their teaching and pedagogical approaches.
This research is methodologically qualitative/interpretative, making use of social identity theory as well as audience reception analysis. The data was collected through semi-structured interviews with teachers as well as teachers’ written social identity descriptions, and their written reviews of teaching resources. Key words: Audience reception analysis, media, national curriculum, pedagogy, social identity, social identity construction, teaching resources.
|Date of Award
|26 Sep 2023
|Emma Salter (Main Supervisor) & Jo Bishop (Co-Supervisor)