Kompetencije nastavnika za medijsko obrazovanje

In the modern age, competencies for media education have become an integral feature of a successful teacher. Nevertheless, the topic of media literacy of teachers in our area has not yet been thoroughly researched. For this reason, the aim of the research was to examine media literacy and teacher competencies for media education. The research used a five - level scale of assessment of Teacher Competence for Media Education (KNMO) consisting of 31 items. The first segment of the assessment scale referred to the examination of teachers’ competencies for the use of media, the second segment referred to the purpose of using the media and the third to the readiness of teachers to improve their own competencies for media education. The research involved 152 teachers (in the area of Nis, Dimitrovgrad, Zajecar, Merošina and Oblačina) whose attitudes were analyzed in relation to the subject area (natural / technical and social sciences), age, (up to 35 and more than 35) , years of work experience (up to 10; from 10 to 20 and more than 20) and professional training in the field of media education. The results of the research showed that 75% of the respondents consider themselves a media - competent person and that teachers most positively assess their own competencies for the use of e - mail, Word, internet sites; computers; media devices such as camera, camcorder, radio and television and Power point presentation. Teachers expressed a lower level of confidence in their own competencies for the use of media resources when it came to the use of Excel and social networks such as Facebook and Instagram. The results of the research also showed that teachers in our area most often face difficulties in the tendency to create a blog about their own educational work and the application of educational software in working with students. When it comes to the purpose of use, the results of the research showed that teachers most often use media in order to find teaching materials and prepare activities to be implemented in working with students, and least often to communicate with parents of students. The results of the research show that on the one hand the respondents believe that more attention should be paid to media education of teachers, and on the other hand they do not follow the news in the field of information and communication technologies, they do not frequently get acquainted with internet sites useful for media literacy, they rarely follow blogs created by other te