Brändle Marcus, Sotiriadou Christina, Zinn Bernd
University of Stuttgart, Institute of Educational Science (IfE), Department of Vocational Education Focused on Teaching Technology (BPT) Germany.
Heliyon. 2023 Aug 29;9(9):e19516. doi: 10.1016/j.heliyon.2023.e19516. eCollection 2023 Sep.
Findings from research on the education of teachers show that student teachers lack competence in the utilization of digital media and often fail to see the added value in using digital concepts in classrooms. Teacher training institutions are faced with the central challenge of providing student teachers and teachers with adaptive learning opportunities for their competence in digital areas. In the context of various teaching subjects, this raises questions about specific starting points and the actual needs of students, as well as university course offerings. The present study tackles this topic and explores the commonalities and differences between student teachers from three subject clusters: science, technology, engineering, and mathematics (STEM); language literature arts (LLA); and social sciences (SOCS). The questionnaire-based study examines student teachers' self-assessments of their abilities in terms of digital media, attitudes, and motivational orientations towards the use of digital media in teaching. Group comparisons show that STEM student teachers rate themselves better in competence facets such as technological knowledge, technological content knowledge, and technological pedagogical knowledge, although their attitudes and motivation towards learning with digital media do not differ. Despite the different interrelation effects of investigated influencing factors on motivation depending on subject clusters, the findings suggest the promotion of technological competencies and positive attitudes to increase motivation.
关于教师教育的研究结果表明，实习教师在数字媒体的运用方面缺乏能力，并且常常看不到在课堂上运用数字概念的附加价值。教师培训机构面临着为实习教师和在职教师提供数字领域能力的适应性学习机会这一核心挑战。在各种教学科目的背景下，这引发了关于学生的具体起点和实际需求以及大学课程设置的问题。本研究探讨了这个话题，并探究了来自三个学科组的实习教师之间的共性与差异：科学、技术、工程和数学（STEM）；语言文学艺术（LLA）；以及社会科学（SOCS）。这项基于问卷调查的研究考察了实习教师对自身在数字媒体能力、态度以及对在教学中使用数字媒体的动机取向方面的自我评估。组间比较表明，STEM 实习教师在技术知识、技术内容知识和技术教学知识等能力方面对自己的评价更高，尽管他们对通过数字媒体学习的态度和动机并无差异。尽管所调查的影响因素对动机的相互关系效应因学科组而异，但研究结果表明应提升技术能力和积极态度以增强动机。
