Development of pedagogical media competence of pre-service teachers in the context of integrating ICT in education

要想成功地将信通技术纳入教育，教师必须能够在教学中使用信通技术，以支持学习过程，培养学生的信通技术和媒体素养，并促进学校在信通技术方面的发展进程。迄今为止，德国的教师教育几乎不允许系统地发展教学媒体能力。对现有概念的评价更是少之又少。在此基础上，本研究设计了一个包括理论、实证和实践方法的职前教师课程，旨在分析如何在教师教育中培养教学媒体能力的差异化方面。教学媒体能力将在课程开始和结束时通过调整和扩展的问卷进行测量。此外，将要求职前教师保持一个档案袋，其中将收集信息和通信技术为基础的课程草案。这些草稿将根据职前教师的同行反馈进行修改，最后由课程教师根据一套标准进行评估。这两种方法将通过在课程结束时与一小群职前教师进行访谈来补充。因此，这项研究将揭示重要的见解和证据方面的教学媒体能力的发展，并作为一个基础，这一领域的学科教学法和教师教育的第二阶段的链接整合。

Integrating ICT in education successfully requires teachers who are competent in using ICT in instruction in order to support learning processes, foster students’ ICT and media literacy and promote school development processes with regard to ICT. So far, teacher education in Germany scarcely allows for a systematical development of pedagogical media competence. Evaluations of existing concepts are even rarer. With the study at hand, a pre-service teacher course is developed including theoretical, empirical and practical approaches in order to analyze how the differentiated facets of pedagogical media competence can be fostered in teacher education. The pedagogical media competence will be measured at the beginning and at the end of the course by means of an adapted and extended questionnaire. Furthermore, the pre-service teachers will be asked to maintain a portfolio in which drafts for ICT-based lessons are to be gathered. These drafts will be revised based on peer-feedback by the pre-service teachers and finally evaluated by means of a set of criteria by the course teacher. These two methodological approaches will be complemented by interviews conducted with small groups of pre-service teachers at the end of the course. Thus, the study shall reveal important insights and evidence with regard to the development of pedagogical media competence and serve as a basis for the linked integration of this domain in subject didactics and the second phase of teacher education.