Köstler, V., & Wolff, M.-S. (2025). Promoting digital competencies in pre-service teachers: The impact of integrative learning opportunities. Education Sciences, 15(3), Article 337. https://doi.org/10.3390/educsci15030337 Abstract: “Offering learning opportunities for developing digital competencies in pre-service teacher education remains challenging despite its growing importance in preparing future educators. This study investigates the…
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Backfish, I., Sibley, L., Lachner, A., Kirchner, K. Ta., Hische, C., & Scheiter, K. (2024). Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): Utility-value interventions support knowledge integration. Teaching and Teacher Education, 142, Article 104532. https://doi.org/10.1016/j.tate.2024.104532 Abstract: “For meaningful technology-enhanced teaching, teachers need to systematically integrate the basic components of…
Comments closedKrauskopf, K., Zahn, C., & Hesse, F. W. (2012). Leveraging the affordances of Youtube: The role of pedagogical knowledge and mental models of technology functions for lesson planning with technology. Computers & Education, 58(4), 1194-1206. https://doi.org/10.1016/j.compedu.2011.12.010 Abstract: “Web-based digital video tools enable learners to access video sources in constructive…
Comments closedThyssen, C., Huwer, J., Irion, T., & Schaal, S. (2023). From TPACK to DPACK: The “digitality-related pedagogical and content knowledge”-model in STEM-education. Education Sciences, 13(8), Article 769. https://doi.org/10.3390/educsci13080769 Abstract: “Digitalization is a keyword in the discourse of educational science, but it is often linked to technological challenges, although digital changes…
Comments closedGerhard, K., Jäger-Biela, D.J. & König, J. (2023). Opportunities to learn, technological pedagogical knowledge, and personal factors of pre-service teachers: Understanding the link between teacher education program characteristics and student teacher learning outcomes in times of digitalization. Zeitschrift für Erziehungswissenschaft. Advance online publication. https://doi.org/10.1007/s11618-023-01162-y Abstract: “Despite the need to foster…
Comments closedTorggler, C., Miesera, S., & Nerdel, C. (2023). From TPACK to N-TPACK framework for vocational education and training with a focus on nutritional science and home economics. International Journal for Research in Vocational Education and Training, 10(2), 168–190. https://journals.sub.uni-hamburg.de/hup2/ijrvet/article/view/1077 Abstract: “Context: In Germany, vocational education and training (VET) plays a…
Comments closedZimmerman, F., Melle, I., & Huwer, J. (2021). Developing prospective chemistry teachers’ TPACK – A comparison of two different universities and expertise levels regarding their TPACK self-efficacy, attitude, and lesson planning competence. Journal of Chemical Education, 98(6), 1863-1874. https://doi.org/10.1021/acs.jchemed.0c01296 Abstract: “The aim of this study was to investigate how to…
Comments closedKrauskopf, K., & Forssell, K. (2018). When knowing is believing: A multi-trait analysis of self-reported TPCK. Journal of Computer-Assisted Learning, 34(5), 482-491. https://doi.org/10.1111/jcal.12253 Abstract: “In an effort to understand teachers’ technology use, recent scholarship has explored the idea of technological pedagogical content knowledge (TPCK or TPACK). Many studies have used self‐reports…
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