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Author
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Marcus Br¨ andle
, Christina Sotiriadou, Bernd Zinn
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Year
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2023
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Publisher
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Science direct
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Abstract
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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
f
indings suggest the promotion of technological competencies and positive attitudes to increase
motivation.