“…In other words, teacher educators should not only deliver content, but should also teach and model technology use. As shown by previous research, every effort can be effective in fostering the attitudes, self-efficacy and self-concept of pre-service teachers and developing their competences (Botturi, 2019 ; Rothland & Straub, 2018 ; Valtonen et al, 2021 ).…”
Section: Discussionmentioning
confidence: 84%
“…According to the authors, these results may result from the fact that the current generation of pre-service teachers is commonly more familiar with ICT use. Finally, although self-concept is considered to be relatively stable (Zhu et al, 2018 ), a recent study by Rothland & Straub ( 2018 ) has indicated that pre-service teachers’ ICT self-concept significantly increased after a practical internship.…”
Empirical evidence has revealed that affective-motivational variables such as pre-service teachers’ attitudes, self-efficacy, self-concept and concerns play a key role in their pedagogical decisions regarding whether and how to integrate technology within their classroom practices. However, there is still little research on interaction between pre-service teachers’ affective-motivational variables and their resulting impact on their ICT integration. By means of hierarchical cluster analysis, this study examines the relationship between pre-service teachers’ internal variables of ICT attitudes, self-efficacy, self-concept and concerns and its resulting effect on their future ICT in-class integration. A total of 155 pre-service teachers in Germany participated voluntarily in the study. The results revealed two distinct and opposite pre-service teachers’ profiles based on the four internal variables explored: ICT attitudes, self-efficacy, self-concept and concerns. In addition, the findings reveal no significant associations between the teacher profiles, age, teaching programme (school track), and more interestingly, amongst gender. Lastly, the results also indicate that the two pre-service teacher clusters significantly differ in their prospective ICT integration. An in-depth discussion, limitations as well as practical implications are presented in the paper.
“…In other words, teacher educators should not only deliver content, but should also teach and model technology use. As shown by previous research, every effort can be effective in fostering the attitudes, self-efficacy and self-concept of pre-service teachers and developing their competences (Botturi, 2019 ; Rothland & Straub, 2018 ; Valtonen et al, 2021 ).…”
Section: Discussionmentioning
confidence: 84%
“…According to the authors, these results may result from the fact that the current generation of pre-service teachers is commonly more familiar with ICT use. Finally, although self-concept is considered to be relatively stable (Zhu et al, 2018 ), a recent study by Rothland & Straub ( 2018 ) has indicated that pre-service teachers’ ICT self-concept significantly increased after a practical internship.…”
Empirical evidence has revealed that affective-motivational variables such as pre-service teachers’ attitudes, self-efficacy, self-concept and concerns play a key role in their pedagogical decisions regarding whether and how to integrate technology within their classroom practices. However, there is still little research on interaction between pre-service teachers’ affective-motivational variables and their resulting impact on their ICT integration. By means of hierarchical cluster analysis, this study examines the relationship between pre-service teachers’ internal variables of ICT attitudes, self-efficacy, self-concept and concerns and its resulting effect on their future ICT in-class integration. A total of 155 pre-service teachers in Germany participated voluntarily in the study. The results revealed two distinct and opposite pre-service teachers’ profiles based on the four internal variables explored: ICT attitudes, self-efficacy, self-concept and concerns. In addition, the findings reveal no significant associations between the teacher profiles, age, teaching programme (school track), and more interestingly, amongst gender. Lastly, the results also indicate that the two pre-service teacher clusters significantly differ in their prospective ICT integration. An in-depth discussion, limitations as well as practical implications are presented in the paper.
“…Lehrpersonenbildung Messner, Krainz-Dürr & Fischer, 2018, S. 135;Prenzel, 2019, S. 27). Dabei wird erwartet, dass diese Neuerungen -abseits des seit längerem im Fokus stehenden professionellen Wissens (Kunter et al, 2013;Tachtsoglou & König, 2018) -auch weitere Merkmale professioneller Kompetenz, wie etwa unterrichtsbezogene Einstellungen, Selbstwirksamkeitserwartungen oder Aspekte berufl ichen Selbstkonzepts, beeinfl ussen (Rothland & Straub, 2018;Seifert & Shaper, 2018).…”
Section: Literaturunclassified
“…Warum andere wichtige Aspekte des Selbstkonzepts keine gleichsinnige Entwicklung erfahren, könnte als kritische Anfrage an das Curriculum gestellt werden. Jedenfalls weisen deutsche Untersuchungen zur Selbstkonzeptentwicklung im Verlauf von Praxisphasen für alle Teilaspekte auf signifi kante Zunahmen hin (Rothland & Straub, 2018;Straub, Kreische & Rothland, 2021). Denkbar wäre, dass diese Zunahmen über die Praxisphase nicht nachhaltig sind, also die Zuwächse im weiteren Verlauf wieder abgebaut werden.…”
Section: Entwicklung Im Bachelorstudium Neuunclassified
“…Wodurch diese Unterschiede entstehen, kann an dieser Stelle nicht beantwortet werden. Vor dem Hintergrund, dass Zunahmen der Selbstkonzepte und Selbstwirksamkeit vor allem im Kontext von Lerngelegenheiten in der Praxis zu sehen sind (Rothland & Straub, 2018;Straub et al, 2021;Seifert & Schaper, 2018) Murray (2015) von Fortbildner*innen als "hidden profession". betonen zudem die Komplexität der Aufgaben als Lehrerfortbildner*in und plädieren daher für die stärkere Beachtung und Beforschung dieser Berufsgruppe.…”
Section: Unterschiede Am Ende Der Studien Alt Und Neuunclassified
Professionalisierungsprozesse von Lehrpersonen und pädagogischen Fachkräften in der Aus-, Fort- und Weiterbildung tragen unter Bezugnahme auf wissenschaftlich fundierte Erkenntnisse zur Kompetenzentwicklung bei (Stichwort Kompetenzorientierung). Dieser Band dient dazu, Initiativen insbesondere der österreichischen Bildungsforschung vorzustellen. Die Beiträger*innen richten dabei ihre Forschungsfragen unter anderem an: - strukturelle Bedingungen in der Lehrer*innenbildung mit besonderer Berücksichtigung der Ein- und Umstiege in den Beruf - Lehr- und Lernkonzepte in der Lehrer*innenbildung - Professionalisierungsprozesse und Kompetenzentwicklung in verschiedenen (Aus-)Bildungphasen der Lehrer*innenbildung - Reflexion aktueller Professionalisierungsdiskurse So werden, von konzeptuellen Überlegungen zur Aus-, Fort- und Weiterbildung von Lehrkräften über Professionalisierungsstrategien bis hin zu Evaluierungsaspekten, verschiedene Facetten der Lehrer*innenbildung präsentiert und diskutiert.
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