Exploring the Interplay Between Teaching Strategies and Digital Competencies Beliefs Among Pre-Service Teachers: A Longitudinal Study
One goal of teacher education is to create learning environments where pre-service teachers can explore and enhance their digital competencies. We aim to contribute knowledge on how these learning environments should be designed. First, our study focuses on examining the changes in pre-service teach...
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2024-12-01
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| author | Anne-Kathrin Hirsch Charlott Rubach |
| author_facet | Anne-Kathrin Hirsch Charlott Rubach |
| author_sort | Anne-Kathrin Hirsch |
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| description | One goal of teacher education is to create learning environments where pre-service teachers can explore and enhance their digital competencies. We aim to contribute knowledge on how these learning environments should be designed. First, our study focuses on examining the changes in pre-service teachers’ Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) over one semester. Secondly, we evaluate the impact of various teaching strategies aimed at fostering these professional digital competencies, as conceptualized by the Synthesis of Qualitative Evidence (SQD) model. Our sample comprised 308 pre-service teachers (30% male students; <inline-formula><math xmlns="http://www.w3.org/1998/Math/MathML" display="inline"><semantics><mrow><mover accent="true"><mrow><mi>x</mi></mrow><mo>¯</mo></mover></mrow></semantics></math></inline-formula><sub>age</sub> = 23.29) from one German University attending different seminars (N = 40). Utilizing latent-change score models and bi-factor exploratory structural equation models, we indicated no significant overall change in TPK and TPACK across seminars. Taking into account the SQD teaching strategies and students’ satisfaction with these, not single teaching strategies but the orchestration of these strategies significantly positively impacted the development of pre-service teachers’ TPK and TPACK across seminars within a semester. These findings highlight the importance of employing various teaching strategies in pre-service teacher education to enhance pre-service teachers’ TPK and TPACK. |
| format | Article |
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| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2024-12-01 |
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| spelling | doaj-art-a95ddcbea79e4719a5149065b6b7ff0b2024-12-27T14:22:34ZengMDPI AGEducation Sciences2227-71022024-12-011412134210.3390/educsci14121342Exploring the Interplay Between Teaching Strategies and Digital Competencies Beliefs Among Pre-Service Teachers: A Longitudinal StudyAnne-Kathrin Hirsch0Charlott Rubach1Institute for School Pedagogy and Education Research, University of Rostock, 18055 Rostock, GermanyInstitute for School Pedagogy and Education Research, University of Rostock, 18055 Rostock, GermanyOne goal of teacher education is to create learning environments where pre-service teachers can explore and enhance their digital competencies. We aim to contribute knowledge on how these learning environments should be designed. First, our study focuses on examining the changes in pre-service teachers’ Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) over one semester. Secondly, we evaluate the impact of various teaching strategies aimed at fostering these professional digital competencies, as conceptualized by the Synthesis of Qualitative Evidence (SQD) model. Our sample comprised 308 pre-service teachers (30% male students; <inline-formula><math xmlns="http://www.w3.org/1998/Math/MathML" display="inline"><semantics><mrow><mover accent="true"><mrow><mi>x</mi></mrow><mo>¯</mo></mover></mrow></semantics></math></inline-formula><sub>age</sub> = 23.29) from one German University attending different seminars (N = 40). Utilizing latent-change score models and bi-factor exploratory structural equation models, we indicated no significant overall change in TPK and TPACK across seminars. Taking into account the SQD teaching strategies and students’ satisfaction with these, not single teaching strategies but the orchestration of these strategies significantly positively impacted the development of pre-service teachers’ TPK and TPACK across seminars within a semester. These findings highlight the importance of employing various teaching strategies in pre-service teacher education to enhance pre-service teachers’ TPK and TPACK.https://www.mdpi.com/2227-7102/14/12/1342digital competence beliefsteacher educationTPACKinstructional qualitybi-factor structural equation modelslongitudinal study |
| spellingShingle | Anne-Kathrin Hirsch Charlott Rubach Exploring the Interplay Between Teaching Strategies and Digital Competencies Beliefs Among Pre-Service Teachers: A Longitudinal Study Education Sciences digital competence beliefs teacher education TPACK instructional quality bi-factor structural equation models longitudinal study |
| title | Exploring the Interplay Between Teaching Strategies and Digital Competencies Beliefs Among Pre-Service Teachers: A Longitudinal Study |
| title_full | Exploring the Interplay Between Teaching Strategies and Digital Competencies Beliefs Among Pre-Service Teachers: A Longitudinal Study |
| title_fullStr | Exploring the Interplay Between Teaching Strategies and Digital Competencies Beliefs Among Pre-Service Teachers: A Longitudinal Study |
| title_full_unstemmed | Exploring the Interplay Between Teaching Strategies and Digital Competencies Beliefs Among Pre-Service Teachers: A Longitudinal Study |
| title_short | Exploring the Interplay Between Teaching Strategies and Digital Competencies Beliefs Among Pre-Service Teachers: A Longitudinal Study |
| title_sort | exploring the interplay between teaching strategies and digital competencies beliefs among pre service teachers a longitudinal study |
| topic | digital competence beliefs teacher education TPACK instructional quality bi-factor structural equation models longitudinal study |
| url | https://www.mdpi.com/2227-7102/14/12/1342 |
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