The aim of this study was to investigate how to develop prospective chemistry teachers' TPACK and thus qualify them for the effective use of educational technology in their future chemistry teaching. For this purpose, we developed and evaluated a university seminar for the professional development of preservice chemistry teachers. We implemented this seminar at two German universities with students of two different expertise levels and courses of study. One group of students consisted of master students with an imminent internship semester while the other comprised bachelor students. In order to find out how preservice teacher training for digital literacy should be structured we measured the participants' development considering their TPACK competence in lesson planning, TPACK self-efficacy, and attitude. The results revealed that the seminar is suitable for increasing the participants' TPACK since we were able to improve the students' skills to implement educational technology into their lesson plan. Yet, the residual comparison between both groups shows a significantly higher increase in the master students' abilities. Regarding the TPACK self-efficacy and attitude, however, we were able to measure a significant increase for only the master students. Based on our findings, we suggest to allocate a seminar on educational technology in direct link to an internship and at a time during their studies when the teacher candidates have already had the opportunity to gain some prior knowledge in content, pedagogy, and subject didactics.
The legal obligation to implement digital tools in teaching and learning at all German schools poses a challenge to all teachers since the majority of teachers feel that they are not well enough prepared to meet the requirements. It is therefore of great importance to professionalize both teaching staff and prospective teachers for implementing digital tools effectively and appropriately. Therefore, within this project we develop and evaluate an innovative university seminar that aims at the professionalization of prospective teachers for digitization in chemistry education by providing the requisite skills. The study is an intervention study that tests the interventions’ effects by using repeated measures. In reference to the TPACK (technological pedagogical content knowledge) model, we explore the potential implications of the seminar to the future teachers’ teaching practices on the levels of self-efficacy, lesson planning and practical implementation. Consequently, this study does not only reflect one important area of teaching practice, but consists of a comprehensive analysis of TPACK knowledge. Additionally, the study also aims to determine potential implications for other teaching programs. The first results of the pilot study show that the seminar participants assess the seminar as very attractive. Moreover, the seminar participation led to a significant positive change regarding the prospective teachers’ attitudes towards the implementation of digital tools in chemistry lessons as well as their TPACK self-efficacy perceptions.
Durch die fortschreitende Digitalisierung muss sich auch die Lehrkräftebildung den veränderten Anforderungen der schulischen Bildung anpassen, indem Professionalisierungsmaßnahmen entwickelt werden, welche explizit digitalisierungsbezogene Kompetenzen von (angehenden) Lehrkräften fördern. Deshalb wurde ein Hochschulseminar zur Förderung digitalisierungsbezogener Kompetenzen angehender Chemielehrkräfte entwickelt und evaluiert. Aufgrund der Corona‐Pandemie musste dieses zu Beginn des Sommersemesters 2020 in ein Online‐Format übertragen werden. Damit stellte sich die Frage, ob die Förderung digitalisierungsbezogener Kompetenzen angehender Chemielehrkräfte in einem online durchgeführten Seminar gleichermaßen effektiv ist. Dazu wurden die Studierendengruppen des Präsenz‐ und Online‐Formats hinsichtlich ihrer Veränderungen der Fähigkeiten, digitale Werkzeuge in die Unterrichtsplanung zu integrieren und hinsichtlich ihrer TPACK‐Selbstwirksamkeit und Einstellung zum Einsatz digitaler Werkzeuge im Chemieunterricht miteinander verglichen. Insgesamt stellte sich dabei heraus, dass das in ein Online‐Format übertragene Seminar effektiv zur Förderung digitalisierungsbezogener Kompetenzen angehender Chemielehrkräfte ist. Auch wenn im Vergleich zu Präsenz‐Veranstaltungen kein expliziter Nachteil für die Studierenden der Online‐Veranstaltung festgestellt werden konnte, deuten die Ergebnisse an, dass der Lernzuwachs im Präsenz‐Format größer ist, weshalb dieses zu bevorzugen bleibt.
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