Pedagogical Media Competencies of Preservice Teachers in Germany and the United States: A Comparative Analysis of Theory and Practice

Abstract

Abstract:This article is concerned with modeling pedagogical media competencies and with its relevance for teacher education and, ultimately, for teaching with media in school. To provide a theoretical basis, the field of work will be introduced and defined first and then located in the context of the relevant literature of both Germany and the USA.Afterwards, results of a comparative analysis of German and U.S.-American pedagogical media competency models will be introduced and analyzed theoretically under consideration of country-specific aspects. In a third step, an exploratory study will be presented which illustrates the situation of media pedagogical teacher training in Germany and the USA and thus allows for conclusions on the (missing) connection between the theoretical framework of pedagogical media competencies and the current practice of media pedagogical teacher training. Ultimately, comparative conclusions can be drawn on the present status of both countries, which will reveal implications for further work and necessary practical steps to improve the integration of media in different school-related contexts.

Walking the Line between Reality and Fiction in Online Spaces: Understanding the Effects of Narrative Transportation

“…Almost ten years ago, Kellner and Share (2005) asserted that "educators need to move the discourse beyond the stage of debating whether or not critical media literacy should be taught, and instead focus energy and resources on exploring the best ways for implementing it" (59). Today, as we move from teaching with media and technology to teaching about media and technology (Tiede, Grafe and Hobbs 2015), media literacy needs to become a reality in schools. Countering narrative transportation through narrative-based pedagogies that reinforce students' media literacy is an effort that needs to be undertaken in our educational system-particularly in times of political and social transformations.…”

The relationship between trainers’ media‐didactical competence and media‐didactical self‐efficacy, attitudes and use of digital media in training

“…Competencies related to media and technology have been addressed in several competency models and frameworks of teachers and, to a lesser extent, adult educators. For example, Blömeke (2000) developed a model of the media-pedagogical competence of schoolteachers (Tiede et al, 2015). Another framework within the teaching context proposed by Mishra and Koehler (2006) focuses on the TPACK needed for integrating technology into educational settings.…”

Technological Pedagogical Content Knowledge. Entwicklungen und Implikationen

“…Den Kern der professionellen Kompetenz von Lehrpersonen bilden dabei drei Wissensbestände, die erstmals von Shulman (1986Shulman ( , 1987 beschrieben wurden: fachliches Inhaltswissen ("Content Knowledge", CK), pädagogisches und psychologisches Wissen zu Lehr-und Lernprozessen ("Pedagogical Knowledge", PK) sowie fachdidaktisches Wissen ("Pedagogical Content Knowledge", PCK), das die beiden anderen Wissensbereiche verknüpft. Angesichts des digitalen Wandels und den damit verbundenen zusätzlichen Herausforderungen des Lehrberufs wurden ergänzend technologiebezogene Kompetenzmodelle für Lehrpersonen formuliert, von denen jedoch oft nicht klar ist, wie sie sich an die bisherigen allgemeinen Kompetenzmodelle anschließen (Tiede, Grafe & Hobbs, 2015). Dazu gehören in Deutschland das Modell von Blömeke (2000) oder das neuere M 3 K-Modell (Herzig & Martin, 2018), europaweit das "European Framework for the Digital Competence of Educators" (DigCompEdu; Redecker, 2017) und in den USA die sogenannten "ISTE-Standards for Educators" (International Society for Technology in Education, 2017).…”