In:
Unterrichtswissenschaft, Springer Science and Business Media LLC
Abstract:
In times of digital change in the educational settings, this article examines the state and longitudinal developments of digitalization-related attitudes and competencies of pre-service teachers (as self-reports and as a knowledge test). The analyses refer to the Bachelor of Education program at a German university and includes three to four measurements. The cohorts comprise 399 pre-service teachers in the case of the longitudinal observation with three measurements and 214 pre-service teachers in the case of four measurements. Developments are analyzed by means of latent-change modelling. Findings suggest an urgency for change in the design of teacher education curricula: Self-reports of competencies are quite high in absolute terms, but do not change over time. Compared to the self-reports, the test-based knowledge is less pronounced and does not change either. Concerning the attitudes, the perceived usefulness of teaching and learning with digital technologies increases continuously over the course of studies. Fears about teaching and learning in the digital space decrease simultaneously. Taken together, these results point at a need to optimize and strengthen digitization-related competencies in teacher education.
Type of Medium:
Online Resource
ISSN:
0340-4099
,
2520-873X
DOI:
10.1007/s42010-023-00185-y
Language:
German
Publisher:
Springer Science and Business Media LLC
Publication Date:
2023
detail.hit.zdb_id:
124617-3
detail.hit.zdb_id:
2679664-8
detail.hit.zdb_id:
2239972-0
SSG:
5,3
