Education Sciences, Год журнала: 2024, Номер 14(12), С. 1342 - 1342
Опубликована: Дек. 9, 2024
One goal of teacher education is to create learning environments where pre-service teachers can explore and enhance their digital competencies. We aim contribute knowledge on how these should be designed. First, our study focuses examining the changes in teachers’ Technological Pedagogical Knowledge (TPK) Content (TPACK) over one semester. Secondly, we evaluate impact various teaching strategies aimed at fostering professional competencies, as conceptualized by Synthesis Qualitative Evidence (SQD) model. Our sample comprised 308 (30% male students; x¯age = 23.29) from German University attending different seminars (N 40). Utilizing latent-change score models bi-factor exploratory structural equation models, indicated no significant overall change TPK TPACK across seminars. Taking into account SQD students’ satisfaction with these, not single but orchestration significantly positively impacted development within a These findings highlight importance employing TPACK.
Язык: Английский