Fostering Digital Media-Realted Competences of Student Teachers

Grassinger, Robert; Bernhard, Gerda; Müller, Wolfgang; Schnebel, Stefanie; Stratmann, Jörg; Weitzel, Holger; Aumann, Alexander; Gaidetzka, Marcus; Günther, Verena; Heiberger, Leonie; Mustaca, Mihaela; Uhl, Pascal; Visotschnig, Marion Susanne

doi:10.1007/s42979-022-01135-8

Cited by 5 publications

(5 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…One suggestion was for instance made by Müller et al (2021) and Grassinger et al (2022). They clearly argue for project-based learning (for instance in the pedagogical makerspace) and give examples how this can be implemented in the teacher education.…”

Section: Implications For Fostering Technological Pedagogical Content...mentioning

confidence: 99%

Factors influencing the development of pre-service science teachers’ technological pedagogical content knowledge in a pedagogical makerspace

Max,

Weitzel,

Lukas

2023

Front. Educ.

Self Cite

View full text Add to dashboard Cite

In an increasingly digitalized world, pre-service and in-service teachers need subject-specific didactic competencies to be able to plan their lessons appropriately and use their knowledge to promote digital competencies among students. Building on competency models such as the Technological pedagogical content knowledge (TPACK) framework, this article explores the extent to which specific digital competencies relevant to pre-service teachers can be developed through project work in a pedagogical makerspace and examines the extent to which contextual factors such as technological self-efficacy, motivation and technology acceptance influence the development of pre-service teachers’ TPACK and their intention to use digital media. To this end, 495 pre-service science teachers from both intervention and control groups completed a pre-post digital questionnaire before and after the intervention. The data were used for structural equation modeling. The results show that the level of TPACK before the intervention is an important predictor of TPACK after project work. Furthermore, TPACK before the intervention positively influences pre-service teachers’ intention to use digital media in the future. Also, the perceived usefulness for professional use and the intention to use information and communication technologies (ICT) are strongly influenced by TPACK. Consequently, it appears significant to enable a low-threshold entry point at the beginning of the study to provide a solid foundation upon which more advanced TPACK can be built. Motivation and technology acceptance are strongly correlated. Therefore, teacher training should focus on motivation and acceptance of technology.

show abstract

Section: Implications For Fostering Technological Pedagogical Content...mentioning

confidence: 99%

Factors influencing the development of pre-service science teachers’ technological pedagogical content knowledge in a pedagogical makerspace

Max,

Weitzel,

Lukas

2023

Front. Educ.

Self Cite

View full text Add to dashboard Cite

show abstract

“…Denston, A., Martin, R., Fickel, L., O'Toole, V. [8] point out that teachers' understandings of social-emotional wellbeing contribute to developing ways that teachers can better interact with students. It is also important to consider the socio-emotional factor in working with students, which is necessary for quality educational process and effective solution of educational problems [15][16][17][18][19][20][21][22][23][24][25][26][27][28].…”

Section: Introductionmentioning

confidence: 99%

Updating the professional profile of the modern teacher: the results of a regional study

et al. 2023

View full text Add to dashboard Cite

The article presents the results of expert assessment of the importance of professional competencies for successful educational activity by the teachers of the regional system of secondary education. A theoretical review of the scientific literature on changes in general education and their impact on the professional activities of teachers, as well as the content of the current Russian professional teacher standard provided a methodological basis for the research tools of the current professional profile of the modern teacher. The expert survey and statistical data analysis procedures performed using SPSS software (version 23) allowed us to identify the latent factors that determine new important details of the professional profile of a secondary education teacher. The results of the study are the basis for the development of additional educational resources, professional development courses, internships in the system of supplementary secondary teacher education. Considering the requests of the professional teaching community, which faces staff shortages, it is possible to improve the quality and efficiency of educational organizations of the regional system of secondary education.

show abstract

“…One of the important conclusions is also the organization of work on the implementation of educational programs. Thus, the management of educational processes and organizational conditions of teachers' professional activity have a great influence on their motivation and performance [3][4][5][6][7][8][9][10][11][12][13][14][15][16][17][18][19].…”

Section: Introductionmentioning

confidence: 99%

“…In the organizational environment it is important to have institutionalized procedures and a structural unit responsible for the process of professional development of personnel through increasing accessibility to knowledge bases. The relevance of such an approach was voiced in the conclusions of a number of other studies [9,12,16].…”

Section: Introductionmentioning

confidence: 99%

Organizational conditions for successful professional activity (views of pedagogical community)

et al. 2023

View full text Add to dashboard Cite

The article shows the results of theoretical conceptualization and empirical testing of organizational conditions of successful professional activity of teachers in modern Russia on the example of the territories of the southern region. Based on a theoretical review of the scientific literature on the interpretation of organizational conditions, the variables for testing the significant and latent characteristics in the empirical part of the study were formulated. An electronic survey of educational community representatives of the Stavropol Territory by random sampling was conducted. A total of 243 people from the scientific and pedagogical staff of North Caucasus Federal University, Stavropol State Agrarian University, and Stavropol State Pedagogical Institute took part in the survey. The database of the survey was subjected to statistical analysis in the program SPSS (version 24). The results of the study are the basis for the development of programs to improve organizational conditions of scientific and pedagogical staff of universities, increasing their effectiveness and solving important economic problems of personnel training in the region. Taking into account the request of the professional pedagogical community for optimizing organizational conditions will enable the university administration to make reasonable managerial decisions in the field of personnel policy.

show abstract

Fostering Digital Media-Realted Competences of Student Teachers

Cited by 5 publications

References 21 publications

Factors influencing the development of pre-service science teachers’ technological pedagogical content knowledge in a pedagogical makerspace

Factors influencing the development of pre-service science teachers’ technological pedagogical content knowledge in a pedagogical makerspace

Updating the professional profile of the modern teacher: the results of a regional study

Organizational conditions for successful professional activity (views of pedagogical community)

Contact Info

Product

Resources

About