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Education Sciences
Special Issues
Empowering Teacher Professionalization with Digital Competences
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Empowering Teacher Professionalization with Digital Competences

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (30 November 2024) | Viewed by 4515

Special Issue Editors

Prof. Dr. Charlott Rubach

E-Mail Website
Guest Editor
Institute for School Pedagogy and Educational Research, Universität Rostock, Rostock, Germany
Interests: teacher professionalization—digital competence assessments of student teachers and teachers; teaching with digital media at schools and universities; teaching quality, motivation and emotions; cooperative relationships between teachers and parents
Prof. Dr. Rebecca Lazarides

E-Mail Website
Guest Editor
Department of Education, University of Potsdam, Potsdam, Germany
Interests: motivational–affective development; interindividual differences in motivational development; teacher motivation; teacher education research; digital competences of (student) teachers

Special Issue Information

Timeline for submission:
Abstracts due 31 January 2024

Dear Colleagues,

We are at the crossroads of an educational transformation where digital competence is not just an asset but a necessity. Recognizing the urgent need to equip (prospective) teachers with digital competence, we are planning to curate this Special Issue, titled "Empowering Teacher Professionalization with Digital Competence —An International Perspective". Our goal is to compile research that highlights how teacher education programs across the globe are fostering basic and professional digital competences (Rubach and Lazarides, 2023). We seek contributions that resonate with the concept of digital competence as a combination of knowledge, motivational beliefs and situation-specific skills that impact performance (Blömeke and Kaiser, 2017).

The integration of digital competence in teacher professionalization in terms of teacher education and professional development is as crucial as knowledge on how to effectively shape learning environments and which didactic strategies are needed to foster basic and professional digital competences (Tondeur et al., 2017). This Special Issue will serve as a platform for international dialogue and the sharing of best practices. We invite empirical studies that provide rich insights into how to provide learning opportunities and design learning environments to cultivate digital competencies among (prospective) teachers. We seek empirical contributions that propose strategies at various levels—from individual seminars and lectures to innovative learning settings—or outline the steps that departments, schools and university boards, including deans of education and vice provosts for teaching and learning, can undertake to ensure the successful development and promotion of digital competence within teacher education.

We particularly encourage work that yields practical implication based on empirical evidence, and offers pathways for the ongoing enhancement of the professional development of teachers or teacher education programs.

Contributions may address, but are not limited to:

  • Strategies for integrating digital competence into teacher education curricula and professional developmental programs;
  • Comparative analysis of digital competence of (prospective) teachers, teacher educators and initiatives within teacher professionalization across countries;
  • Evaluative pre–post-design studies on innovative pedagogical approaches for advancing digital competence in teacher training.

We welcome qualitative and quantitative empirical research, especially pre–post-design studies, and do not focus on instrument development and theoretical work. Submissions should critically examine approaches and reflect on the challenges, as well as the successes within teacher professionalization and teacher education.

We anticipate your submissions with great interest.

Prof. Dr. Charlott Rubach
Prof. Dr. Rebecca Lazarides
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • digital competence
  • digital literacy
  • interventions
  • teacher education
  • teacher training
  • pedagogical approaches
  • pre–post design
  • longitudinal research
  • qualitative research
  • quantitative research

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Published Papers (5 papers)

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Research

17 pages, 476 KiB  
Article
Acceptance of Pre-Service Teachers Towards Artificial Intelligence (AI): The Role of AI-Related Teacher Training Courses and AI-TPACK Within the Technology Acceptance Model
by Isabell Runge, Florian Hebibi and Rebecca Lazarides
Educ. Sci. 2025, 15(2), 167; https://doi.org/10.3390/educsci15020167 - 31 Jan 2025
Viewed by 291
Abstract
Based on the technology acceptance model (TAM), pre-service teachers’ acceptance of artificial intelligence (AI) is crucial in predicting their intentions to use AI in future teaching, as well as for their actual usage of AI. However, current research offers limited insights into the [...] Read more.
Based on the technology acceptance model (TAM), pre-service teachers’ acceptance of artificial intelligence (AI) is crucial in predicting their intentions to use AI in future teaching, as well as for their actual usage of AI. However, current research offers limited insights into the role of factors regarding usage intentions and behaviors. In particular, AI-related teacher training courses and AI-related technological pedagogical content knowledge (AI-TPACK) might be relevant, but are empirically underinvestigated within the TAM. This study addresses these gaps by investigating the relationships between pre-service teachers’ participation in AI-related courses, their self-reported AI-TPACK, their perceptions of AI’s usefulness and ease of use, and both their intention and actual usage of AI. Using path models with data from 143 pre-service teachers, the results revealed that participation in AI-related courses related positively to AI-TPACK and perceived AI-related usefulness. Further, AI-TPACK was positively related to perceived AI-related usefulness and ease of use, which in turn positively related to the behavioral intention to use AI in future teaching and the actual usage of AI for profession-related tasks in teacher training. The study results extend the existing research on TAM and highlight the consideration of participation in AI-related courses and AI-TPACK as further factors in understanding pre-service teachers’ AI acceptance. Full article
(This article belongs to the Special Issue Empowering Teacher Professionalization with Digital Competences)
22 pages, 722 KiB  
Article
Exploring the Influence of Vicarious Experiences in Teaching with Digital Technology on Pre-Service Science Teachers’ Digitalization-Related Affective-Motivational Dispositions
by Alexander Aumann, Robert Grassinger and Holger Weitzel
Educ. Sci. 2025, 15(1), 15; https://doi.org/10.3390/educsci15010015 - 26 Dec 2024
Viewed by 496
Abstract
The integration of digital media in German classrooms remains limited, partly due to teachers’ low motivation, self-efficacy, and negative attitudes toward these tools. This study investigates how vicarious experiences influence pre-service teachers’ digital media self-efficacy and attitudes toward digital media and how these [...] Read more.
The integration of digital media in German classrooms remains limited, partly due to teachers’ low motivation, self-efficacy, and negative attitudes toward these tools. This study investigates how vicarious experiences influence pre-service teachers’ digital media self-efficacy and attitudes toward digital media and how these dispositions influence their motivational orientation toward using digital media in teaching. Beyond this, personal experiences were implemented via an ecologically valid intervention, and their influence on the respective constructs was examined. This study employed a longitudinal design involving 43 pre-service science teachers over an internship semester, combining a theoretical workshop at the university with lesson planning, implementation, and reflection. Data were collected pre- and post-intervention and analyzed using Bayesian Path Analysis to examine the relationships between the constructs. T-tests were applied to investigate the impact of structured mastery experiences. The results imply that vicarious experiences influence attitudes but have no significant influence on self-efficacy. Motivational orientation is primarily influenced by attitudes but not by self-efficacy and has a positive effect on the frequency of media use. Self-efficacy, on the other hand, was most strongly influenced by mastery experiences, whereas attitudes received the least support in this regard. Full article
(This article belongs to the Special Issue Empowering Teacher Professionalization with Digital Competences)
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23 pages, 933 KiB  
Article
Evaluating the Effectiveness of an Extracurricular Teacher Education Training Program for DigCompEdu Competences
by Frederick Johnson, Joline Schmit, Christoph Schneider, Henning Rossa and Lothar Müller
Educ. Sci. 2024, 14(12), 1390; https://doi.org/10.3390/educsci14121390 - 18 Dec 2024
Viewed by 803
Abstract
In the ongoing era of digital transformation, it is imperative for teachers to equip learners with essential digital competences to navigate the intricacies of the digital landscape successfully. As future in-service teachers function as role models and educators for the proper use of [...] Read more.
In the ongoing era of digital transformation, it is imperative for teachers to equip learners with essential digital competences to navigate the intricacies of the digital landscape successfully. As future in-service teachers function as role models and educators for the proper use of digital technology, pre-service teachers must develop adequate digital proficiency. This holds particularly true in Germany, where the prevailing competence levels of pre-service teachers are reportedly suboptimal. To this end, an extracurricular training program for pre-service teachers, based on the DigCompEdu framework, was implemented from 2021 to 2024, coinciding with COVID-19 pandemic-related limitations. A total of 242 pre-service teachers registered for the program, and 40 completed it. Employing a pre–post design, we assessed (1) attitudes towards digital technology and digital learning, (2) competence beliefs, and (3) test-based competences. Pre–post comparisons show an improvement only in participants’ confidence in deploying digital technologies for subject-specific purposes. Unexpectedly, no other statistically significant differences were observed. These findings point at shortcomings in the program, which are discussed to highlight potential areas for refinement and improvement in future programs and curricular implementation. Full article
(This article belongs to the Special Issue Empowering Teacher Professionalization with Digital Competences)
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18 pages, 2526 KiB  
Article
Exploring the Interplay Between Teaching Strategies and Digital Competencies Beliefs Among Pre-Service Teachers: A Longitudinal Study
by Anne-Kathrin Hirsch and Charlott Rubach
Educ. Sci. 2024, 14(12), 1342; https://doi.org/10.3390/educsci14121342 - 9 Dec 2024
Viewed by 799
Abstract
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 [...] Read more.
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; x¯age = 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. Full article
(This article belongs to the Special Issue Empowering Teacher Professionalization with Digital Competences)
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19 pages, 1558 KiB  
Article
Self-Control or Crime Control: Teachers’ Insights on Good Practices in 1:1 Classrooms and Implications for Professional Development
by Synnøve H. Amdam, Ilka Nagel, Morten B. Njå and Sanna Forsström
Educ. Sci. 2024, 14(11), 1267; https://doi.org/10.3390/educsci14111267 - 20 Nov 2024
Viewed by 1173
Abstract
Norway ranks high in digitalization in schools, with over 90% of students in grades 1–10 having their own digital device supplied by their school districts and reporting the highest use of digital tools globally in the latest PISA report. However, research shows that [...] Read more.
Norway ranks high in digitalization in schools, with over 90% of students in grades 1–10 having their own digital device supplied by their school districts and reporting the highest use of digital tools globally in the latest PISA report. However, research shows that implementation processes and competence measures for teachers’ professional use of digital devices vary considerably between schools. This study aims to inform the development of research-practice partnership (RPP) measures focused on professional digital competence development in digitalizing schools internationally by exploring what teachers consider important for good teaching practices in 1:1 computing classrooms. We draw on both closed and open survey responses from 1505 Norwegian teachers in highly digitalized schools where the most experienced teachers have had 1:1 computing since 2014. The findings show that classroom management is seen as gradually more important with higher digital teaching competence and more experience, but that the teachers’ understandings of what digital competence entails and their use of classroom management strategies are rather limited. The study concludes that professional competence development measures that provide broader understandings of digital competence and classroom management are needed, dependent on competence levels and experience, as well as systematic training of students’ digital self-regulation. Full article
(This article belongs to the Special Issue Empowering Teacher Professionalization with Digital Competences)
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