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Work results 1: Competence framework

(as of 19/03/2021)

The diagram (Fig. 1) shows the interdisciplinary and cross-phase1 competence framework for teacher education in the digitally networked world developed as part of the collaborative project Basic Competencies for Digitization (Basiskompetenzen Digitalisierung) funded by the Lower Saxony Ministry of Science and Culture (MWK):

Fig.1: Competence framework "Teacher education in the digitally networked world".

A house metaphor was chosen to represent the model in order to illustrate that instruction-specific competencies in the digitally networked world build on basic digitization-related competencies of (prospective) teachers:

  • Accordingly, the foundation (F) is composed of basic knowledge (from the fields of media science, media pedagogy, computer science, etc.), the teachers' own digitization-related "skills," and an open and critical attitude. It provides the basis for all further competencies and actions.
  • Reflection competence (R) is understood here as a meta-competence, which in the house metaphor as a kind of staircase establishes the connection between the individual competence areas and as a necessary step is always upstream and downstream of all the others. The reflection includes, for example, that of the teachers' own competencies, those of the students as well as the (teaching) practices and the technologies used or currently not used in and outside of school.
  • The right half of the house refers to the level of teaching-learning resources (M) and includes lesson preparation, delivery and follow-up with digital technologies. It serves the explicit promotion of subject-related competencies and also the implicit promotion of students' digitalization-related competencies.
  • The left half of the house is aimed at the subject of the lesson (G), in this case the teaching of digitization-related phenomena, which are examined from various subject perspectives or with the help of the Dagstuhl or Frankfurt triangle, for example, and placed in the focus of the lesson. The competence area serves to explicitly promote the digitization-related competencies of the students.
  • The roof of the house encompasses the development (E) of teachers' digitization-related competencies in the three sub-areas of lifelong learning, collaboration, and institutional conditions.

Taken together, these competencies enable teachers to promote learners' digitization-related competencies (Kultusministerkonferenz 2016; Niedersächsisches Kultusministerium 2020; Redecker and Punie 2017) explicitly (per subject matter) or implicitly (per teaching-learning means).

The outlined competence framework for (prospective) teachers is characterized by the fact that it integrates existing competence models (Beißwenger u. a. 2020; Brinda u. a. 2016, 2019; Frederking und Romeike 2018; Kultusministerkonferenz 2016; Redecker und Punie 2017; Schultz-Pernice u. a. 2017; Sektion Medienpädagogik der DGfE 2017), was developed in an interdisciplinary, cross-phase, and iterative manner, focuses on reflection as a necessary metacompetency (Beißwenger and others 2020; Weich, Koch, and Othmer 2020), and explicitly addresses media education, media studies, and computer science perspectives (Döbeli Honegger 2021; Röhner u. a. 2020; Sektion Medienpädagogik der DGfE 2017; Weich, Koch, und Othmer 2020).

In perspective, the competence framework is to serve the teacher training universities in Lower Saxony as an orientation for the revision of the curricula of teacher training-related courses of study and can also be used as a reference point for the design of in-service teacher training.

The connection between the competency framework and the seminar concept Basic Competencies for Digitization developed in the project is shown here.

A detailed description of the competence framework and the seminar concept will follow shortly: Mau, T., Diethelm, I., Friedrichs-Liesenkötter, H., Schlöndorf, C., Weich, A. (in press). Teacher education in the digitally networked world. An interdisciplinary competence framework for (prospective) teachers and its implementation in a pilot seminar (Lehrkräftebildung in der digital vernetzten Welt. Ein interdisziplinärer Kompetenzrahmen für (angehende) Lehrkräfte und dessen Umsetzung in einem Pilotseminar). In R. Knackstedt, J. Sander, J. Kolomitchouk (Eds.). Competency models for digital transformation (Kompetenzmodelle für den Digitalen Wandel).

Literature used: see here

1Prof. Dr. Ira Diethelm (Carl von Ossietzky University Oldenburg, Didactics of Computer Science),
Prof. Dr. Henrike Friedrichs-Liesenkötter and Jan Lilje (Leuphana University of Lüneburg, Educational Sciences),
Torben Mau (Lower Saxony Network for Teacher Education/Leibniz University of Hanover, project coordination).
Christian Schlöndorf (Lower Saxony State Institute for School Quality Development, Dept. 35 Media Education),
Dr. Andreas Weich (Georg Eckert Institute Braunschweig, Media Studies).








                                                                                                                                                                             
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