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

Autor/inn/en	Tiede, Jennifer; Grafe, Silke; Hobbs, Renee
Titel	Pedagogical Media Competencies of Preservice Teachers in Germany and the United States: A Comparative Analysis of Theory and Practice
Quelle	In: Peabody Journal of Education, 90 (2015) 4, S.533-545 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2015.1068083
Schlagwörter	Foreign Countries; Pedagogical Content Knowledge; Preservice Teachers; Teacher Competency Testing; Teacher Competencies; Media Literacy; Theory Practice Relationship; Comparative Analysis; Definitions; Educational Theories; Teacher Education Programs; Models; Comparative Education; Educational Policy; Educational Practices; Educational Research; Germany; United States + Suchen Sie Ihr Suchwort? Ausland; Pädagogische Kompetenz; Lehrkunst; Media skills; Medie competence; Medienkompetenz; Theorie-Praxis-Beziehung; Begriffsbestimmung; Educational theory; Theory of education; Bildungstheorie; Analogiemodell; Vergleichende Erziehungswissenschaft; Politics of education; Bildungspolitik; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Deutschland; USA
Abstract	Teachers need knowledge and skills to make effective use of the growing variety of media and technology texts and tools available for use in elementary and secondary education. For this reason, pedagogical media competencies are highly relevant for teachers' professional development. The theory of media pedagogical competencies is first defined and then located in the context of the relevant scholarly literature from both Germany and the United States. We conducted a comparative analysis of German and U.S. pedagogical media competency models and report data on a survey of teacher education programs in Germany and the United States to identify the proportion of programs of study that include courses in media didactics, media and school reform, and media education. We consider the implications of the missing connections between the theoretical framework of pedagogical media competencies and the current practice of media pedagogical teacher training, revealing implications for further work needed to improve the integration of media in various school-related contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01