Der mediale Habitus von (angehenden) LehrerInnen. Medienbezogene Dispositionen und Medienhandeln von Lehramtsstudierenden

Kommer, Sven; Biermann, Ralf

doi:10.1007/978-3-531-94219-3_5

Cited by 38 publications

(15 citation statements)

References 15 publications

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“…A number of theories exist to explain teachers' adoption or rejection of digital technology, many of which have been applied to consider the special case of German schoolteachers (Blume 2020b;Drossel and Eickelmann 2018;Karimzadeh et al 2017;Kommer and Biermann 2012;Mayer and Girwidz 2019). Although these analyses rely on decades of international scholarship on the subject, the combination of factors and their relative significance remain necessarily unclear.…”

Section: Teachers and Innovation Rejectionmentioning

confidence: 99%

“…Although these findings were not replicated in a small-scale study by Bockermann (2014), she did find a comparatively high degree of anxiety around the idea of using digital media in formal learning environments because of its potentially negative effects on instruction. These dispositions can be traced back to the general habitus of the respondents' familial milieu, which values classical forms of leisure and entertainment on the one hand and views computers as purely informational tools on the other (Kommer and Biermann 2012). This dichotomy is accompanied by denigration of digital habits that are less 'refined.'…”

Section: Habitus Of Teachersmentioning

confidence: 99%

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German Teachers’ Digital Habitus and Their Pandemic Pedagogy

Blume

2020

Postdigit Sci Educ

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After closing public schools in early 2020 to slow the spread of Covid-19, attempts to provide continuity of education in Germany by means of digital tools faltered in variety of ways, with insufficient competence and inadequate technology leading to inequitable access and uneven implementation. Understanding how German teachers were caught unprepared in this time of crisis, especially in comparison with their European neighbors, requires an examination of their habitus as discussed by Bourdieu and Wacquant (1992) that accounts for their behaviors beyond existing models regarding technology acceptance. Drawing on existing sociological and media-related studies, this contribution will describe the attitudes of German teachers and educational decision-makers in light of their digital, cultural, and educational habitus to provide a partial explanatory account for the current state of affairs. It will show how traditional skepticism for innovation among teachers in general, and German teachers in particular, is reinforced by demographic and sociological characteristics of the German teacher population and the nature of German schooling. After describing extant conditions regarding digitally mediated educational experiences during the initial Covid-19 phase in Germany based on emerging data, this article will subsequently identify prospective issues in this area in the near future. While the transition to digital teaching and learning has the potential to bring about a number of challenges, early data suggests that a possibility of significant positive development may occur as well. Based on these indications, the article will conclude with implications for teacher professionalization going forward.

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Section: Teachers and Innovation Rejectionmentioning

confidence: 99%

Section: Habitus Of Teachersmentioning

confidence: 99%

German Teachers’ Digital Habitus and Their Pandemic Pedagogy

Blume

2020

Postdigit Sci Educ

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“…Wichtige Persönlichkeitseigenschaften lassen sich unter dem Begriff einer berufsethischen Haltung zusammenfassen, die bei Lehrpersonen vor allem durch Respekt und Verantwortungsbewusstsein für Kinder und Jugendliche geprägt sein sollte. Bezüglich wichtiger Haltungen geht es im Medienbereich zudem um eine Reflexion der eigenen Einstellung gegenüber Medien (Kommer und Biermann 2012).…”

Section: Kompetenzerwerb Und Professionalisierungunclassified

Kompetenzerwartungen an Lehrpersonen und Professionalisierung angesichts von Mediatisierung und Digitalisierung

Tulodziecki

Grafe

2020

MedienPädagogik

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Mit der Mediatisierung und Digitalisierung und dem damit verbundenen gesellschaftlichen Wandel entstehen neue Kompetenzanforderungen an Aufwachsende und Lehrpersonen. Dafür bedarf es zunächst einer zeitgemässen Sicht auf Zielvorstellungen, mediale Nutzungsformen und Handlungsbereiche, medienbezogene Inhalte und geeignete Vorgehensweisen sowie Aufgabenfelder für die Medienbildung. Auf dieser Grundlage werden in dem Beitrag vor dem Hintergrund der deutschsprachigen Diskussion um medienpädagogische Kompetenz Aufgabenfelder und Kompetenzerwartungen für die Lehrerinnen- und Lehrerbildung formuliert. Dabei lassen sich einzelne Gemeinsamkeiten und Unterschiede zur Diskussion im internationalen Raum feststellen. Insgesamt sollte der Kompetenzerwerb von Lehrpersonen an Merkmalen professionellen Handelns orientiert sein und im Kontext von Professionalisierung gesehen werden. Dies macht für Lehrpersonen u.a. die Verfügung über geeignete wissenschaftliche Grundlagen für medienpädagogisch relevantes Handeln, die Fähigkeit zum In-Beziehung-Setzen von wissenschaftlich fundiertem Wissen und praktischen Situationen, die Entwicklung einer forschenden Grundeinstellung und einer berufsethischen Haltung notwendig. Der Aufbau entsprechender Dispositionen bedarf eines längerfristigen Prozesses, der im Sinne von Professionalisierung als Entwicklung von der Novizin bzw. vom Novizen zur Expertin bzw. zum Experten beschrieben werden kann.

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“…Integration of individual, practical, motivational, and emotional experiences and ideas of pre-service teachers based on their practical experiences as realistic starting points (Epstein 1990) Especially in the context of technology education, integrating theory and practice is of utmost importance, since teachers' confidence, attitudes, and beliefs about technology use may change in a positive way through experiential learning opportunities involving different media (cf. Arnold 2017; Eickelmann and Vennemann 2017; Liu and Kleinsasser 2015; Kommer and Biermann 2012;Schmid et al 2017).…”

Section: Integrating Theory and Practice In Teacher Educationmentioning

confidence: 99%

“…The main reasons for this are anchored in teachers' attitudes, their motivations, as well as their confidenceor rather a lack thereofregarding the use of digital devices for educational purposes (cf. Eickelmann and Vennemann 2017; Liu and Kleinsasser 2015;Kommer and Biermann 2012;Schmid et al 2017). Unfortunately, this also seems to hold true for language teachers.…”

Section: Introductionmentioning

confidence: 99%

Teacher Learning and Technology-Enhanced Teacher Education

Benitt

Schmidt

Legutke

2018

Springer International Handbooks of Education

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Technology and the advancement of digital media not only have the potential to change the way we learn languages, but also the way foreign language teachers learn to teach. Setting up and managing learning platforms, using learning software and educational apps effectively, designing complex web-based tasks, and using videoconferencing in the scope of cooperation projects are just a few examples of digital media use in the foreign language instruction of today's technology-rich schools. However, in order for teachers to become

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Der mediale Habitus von (angehenden) LehrerInnen. Medienbezogene Dispositionen und Medienhandeln von Lehramtsstudierenden

Cited by 38 publications

References 15 publications

German Teachers’ Digital Habitus and Their Pandemic Pedagogy

German Teachers’ Digital Habitus and Their Pandemic Pedagogy

Kompetenzerwartungen an Lehrpersonen und Professionalisierung angesichts von Mediatisierung und Digitalisierung

Teacher Learning and Technology-Enhanced Teacher Education

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