Integration of Digital Competences into a Teacher Education Program: A Sensitive Approach

Müller, Wolfgang; Grassinger, Robert; Schnebel, Stefanie; Stratmann, Jörg; Aumann, Alexander; Bernhard, Gerda; Gaidetzka, Marcus; Heiberger, Leonie; Kreyer, Ingo; Schmidt, Christian; Uhl, Pascal; Visotschnig, Marion Susanne; Widmann, Jennifer

doi:10.5220/0010527202320242

Cited by 5 publications

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“…Future digital innovation projects will be radically transformational. In particular, the Teacher Education goes Digital (TEgoDi) project initiates digital transformation processes for all higher education (Müller et al, 2021). If the concept of a digital university in the full sense of the term is not yet a perfect manifestation, we may have the first full-fledged digital educational institutions in the near future.…”

Section: Sample / Participants / Groupmentioning

confidence: 99%

Digital competencies of the teacher of the future

2021

FeD

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Digital literacy has now established itself as a mandatory professional competency for teachers. Considering the perspectives of digital skills, we note the contradictions between the basic skills of pedagogical excellence, potentially actualized already in the short-term dimension. The research exploration aims to analyze the status of digital competencies in the general matrix of knowledge, skills, and abilities of teacher of the future. The article aims to position digital skills in three interpretations: as a part of flexible skills, as an element of fundamental skills, and as an independent component of pedagogical professional training. The optimal methodological arsenal to investigate this scientific and pedagogical problem consists of general scientific, pedagogical, and scientific-philosophical methods. The results of the article describe an acceptable balance of competencies of the teacher, which provides a high level of qualification, determining the role and place of digital skills in the system of professional excellence. Prospects for further research are predicting the correlation of theoretical-methodological and practical elements of digital competencies of a pedagogical specialist with segments of heavy and flexible skills of his professional training.

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Section: Sample / Participants / Groupmentioning

confidence: 99%

Digital competencies of the teacher of the future

2021

FeD

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“…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.

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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.

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“…In research on TPACK, the question of whether the use of selfassessment instruments can positively influence the development of TPACK has not yet been addressed. Answers to this question are important from at least two perspectives: (1) Computer-assisted instruments are currently being developed in various places with which preservice as well as inservice teachers are supposed to selfassess the development of their TPACK and other media-related skills (e.g., Mueller et al, 2021;Redecker, 2017;Sailer et al, 2021). The aim of these tools is to enable teachers to shape their media-related learning processes, for example by selecting courses relevant to them.…”

Section: Self-assessment Instruments As Means For Self-regulated Lear...mentioning

confidence: 99%

“…Meanwhile, there are a few self-assessment instruments which serve as tools for self-regulated learning of media-related competencies (e.g., Mueller et al, 2021;Redecker, 2017;Sailer et al, 2021). The quality of these instruments is crucially conditioned by their consistency to (preservice) teachers' performance (Rohr, 2018).…”

Section: Consistency Of Self-assessment and Performancementioning

confidence: 99%

The relationship between self‐assessment and performance in learning TPACK: Are self‐assessments a good way to support preservice teachers' learning?

Max

Lukas

Weitzel

2022

Computer Assisted Learning

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Background To purposefully integrate information and communication technologies (ICT) into contemporary teaching, teachers must have complex technological, pedagogical and content‐related knowledge (TPACK). TPACK could be fostered through diverse learning environments such as working in a makerspace as part of university teacher training. The development of TPACK in (preservice) teachers depends on how effectively they can assess their own knowledge and adapt their own learning process. Self‐assessment tools can be used to identify and assess their individual TPACK. Objectives The study presents data on TPACK development through project work in a makerspace. It examines the consistency of self‐assessment and performance tests in relation to TPACK and discusses the applicability of self‐assessment scales to self‐regulated learning. Methods TPACK self‐assessment takes place among preservice teacher students (N = 327) in a pre‐post design. This is complemented and contrasted with an external assessment in form of a self‐developed performance test (teaching vignettes). Results Self‐assessment and performance test show a TPACK‐increase resulting in the project work in the makerspace, with higher performing students benefiting more from the intervention than lower performing students. All students tend to overestimate their TPACK before and after the intervention, with low‐performing students overestimating themselves more than high‐performing students. Existing TPACK scales can serve as readily available self‐assessment tools, but should be complemented by other knowledge assessment measures. Furthermore, depending on the results of the self‐assessment, different learning opportunities should be made available so that preservice teachers with a lower TPACK still benefit from the project work in the makerspace. Take Away Self‐assessments accompanying the work in the makerspace could provide feedback information about TPACK‐related knowledge, learning processes and learning outcomes and thus support students in structuring their work. For this purpose, it seems necessary to improve the quality of self‐assessment to enable reliable reflection on preservice teachers' own learning process.

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Integration of Digital Competences into a Teacher Education Program: A Sensitive Approach

Cited by 5 publications

References 0 publications

Digital competencies of the teacher of the future

Digital competencies of the teacher of the future

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

The relationship between self‐assessment and performance in learning TPACK: Are self‐assessments a good way to support preservice teachers' learning?

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