Über das TPACK-Professionswissen angehender Lehrkräfte zum Einsatz digitaler Medien im Technikunterricht

Abstract

Studies on the professional knowledge of prospective technology teachers have so far been limited to the central recording of PCK conveyed via professional teaching perception (e.g. Goreth, Geißel & Rehm 2016). Due to a lack of proper measuring instruments, it is currently not possible to consider the professional knowledge of prospective teachers about the integration of digital media into technical courses in a way that is supportive to learning.

This paper aims to partially fill this gap by presenting a test to assess TPACK of prospective technical teachers (n = 165). In addition, gender differences and further findings from an intervention study on the change of professional knowledge are presented.