Supplementary Files
Keywords
Primary School
Teacher Education
E-Teaching Competencies
online survey
factor analysis
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Copyright (c) 2024 Lisa-Marie Winkler, Leena Bröll
This work is licensed under a Creative Commons Attribution 4.0 International License.
Abstract
The need to adequately prepare future generations for life and work in a digital society poses new challenges for teachers and thus for (initial) teacher training. Primary school teachers have a key role to play in laying the foundations for future digital socialization and education processes. Therefore, teacher educators must teach profession-specific computer and information-related competencies (ICT beliefs and competencies) for the purposeful integration of digital tools into the classroom, but also understand and, if necessary, modify the beliefs of students of primary education. To this end, this paper examines the computer-related self-concept (CSK) as a potential indicator of job-specific ICT beliefs and competencies among prospective primary school teachers. Based on a short theoretical excursus on the conceptualization and measurement of CSK, its classification in the anticipated effect structure of digital usage behavior and job-specific ICT beliefs and competencies as well as a detailed description of the methodological procedure for testing the empirical validity of the hypothesized correlations for the sample are presented. Significant positive correlations between CSK and job specific ICT beliefs and competencies indicate the importance of promoting positive domain-specific self-referent cognitions. Addressing this pedagogical task puts more focus on teacher educators and their potential role as students‘ ‹digital role models›.
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