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

成功地将信息和通信技术融入教育需要有能力在教学中使用信息和通信技术的教师，以便支持学习过程，培养学生的信息和通信技术和媒体素养，并促进学校在信息和通信技术方面的发展进程。到目前为止，德国的教师教育几乎不允许教育媒体能力的系统发展。对现有概念的评估就更少了。在这项研究的基础上，开发了一门职前教师课程，包括理论、经验和实践方法，以分析如何在教师教育中培养不同的教学媒体能力。教学媒体能力将在课程开始和结束时通过改编和扩展的问卷进行衡量。此外，将要求职前教师保留一个档案袋，收集以信通技术为基础的课程草稿。这些草稿将由职前教师根据同行反馈进行修改，并最终由课程教师根据一套标准进行评估。对这两种方法的补充将是在课程结束时对一小批职前教师进行访谈。因此，这项研究将揭示有关教学媒体能力发展的重要见解和证据，并作为将这一领域与学科教学学和第二阶段教师教育联系起来的基础。

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.