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168 | Digital Media and Storytelling in Higher Education the analysis of the data corpus by presenting individual life situations, for which the sharing of digital stories and social videos on a Web 2.0 platform serves as a fitting transmedia complement. The integration of DST into media and communication theory courses also serves to develop students’ visual skills, as they can practice a meaningful and reflective way of verbal and visual narration by creating storyboards and editing images, sounds and videos. CHAPTER 3. SOCIAL STUDIES 3.1 Teacher Training To achieve teacher effectiveness, the main aim of teacher education is to develop students’ attitudes and commitment, which requires that pre-service teachers are actively engaged in the learning process. In teacher education, students ideally develop the ability to construct their own knowledge and to self-regulate their learning (Falus, 2004). The definition of what makes a good teacher and the factors that make some more effective than others are both contentious issues. However, there is a relatively broad consensus that the development of the practical competencies of pre- and in-service teachers can be achieved through the development of different skills. International frameworks (e.g., ISTE and DigCompEdu) and models (e.g., TPCK and SAMR) have attempted to define the optimal teacher competencies (see Part IV). A fundamental task in teacher education is the development of reflective practice (Szivak, 2010) in order to enable teacher candidates to make sense of the broader context of the teaching-learning process by reflecting on their own pedagogical practice. The reception of stories on both the visual and verbal levels has a stimulating effect on the lower left inferior frontal gyrus of the brain, an area that plays an important role in controlling emotional responses (Urgesi et al., 2016). Sharing and discussing narratives within a group, articulating personal experiences of the content, and listening to the experiences of others all evoke emotional involvement. Narrative-based learning enhances involvement in the learning process, and students learn to listen to each other in a safe environment in which they create films for themselves and for the audience. In addition, the students feel responsible for the quality of their work and therefore pay sustained attention to the content they are producing (Lanszki, 2017). The art of narrative, be it a song, drama, novel, or theater, are treated by most schools as a necessary evil, even though the success of education depends on developing students’ sensitivity to narratives. Therefore, by bringing together the social sciences and humanities, more specifically literature, history, drama, and law, educators can open up new perspectives in education through active
