Bild: [https://unsplash.com/photos/gcsNOsPEXfs William Iven]
So that future teachers later on the job can guide pupils into a world increasingly shaped by digitalization, teacher education programs must lay relevant foundations for developing digital competence and pedagogical media skills. Those studying to be teachers should therefore be trained right from the start of their education in the use and the pedagogical-didactic implementation of digital technologies. Besides these capabilities, the future teacher must also be able to transition from the university to teaching practice and then as classroom teachers with an open mind and a willingness to experiment vis a vis the rapidly changing digital landscape.
The Teacher Education and Digitalization Ad Hoc Working Group was constituted with 12 experts from university, teaching practice, foundations, and government. From July 2017 to June 2018 it convened four meetings to work on the goals, contents, and products of the Working Group. Illustrating effective university practice to guide universities became an important focus. From this evolved the survey study on digitalization in teacher education. Utilizing best practice criteria, 11 select example practices that integrate and foster digital and media-pedagogic competence in teacher education were described and analyzed.
In parallel, the Teacher Education Monitor (also a member of the Working Group) carried out a special survey of the states and universities in the winter of 2017-18 to assess the extent to which the use of digital media in teacher education programs is regulated and under what framework conditions. The data gathered at the time did not yet show a comprehensive anchoring of content on the use of digital media in teacher education.
From the survey study and the special survey by the Teacher Education Monitor it was possible to derive and bundle topics in a working paper as special postulates for the role of universities in teacher education for a digitalized world.
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