Teacher preparation for the digital age: Is it still an instrumental endeavor?

Figures & data

Table 1. Descriptive statistics, including N and mean.

	Question	Not at all	To a little extent	To some extent	To a large extent	N	Mean
		%	%	%	%
(1) Ethics	In my teaching, I facilitate student teachers’ learning about:
Instrumental	Guidelines for personal data protection	12	23	33	32	312	2.9
	Copyright law	7	16	41	35	311	3.0
	Source criticism and correct use of sources	1	6	27	65	310	3.6
Epistemic	How to discover, prevent and handle digital bullying, harassment and unwanted behaviour	25	35	30	11	310	2.3
	How to develop pupils’ digital responsibility	8	22	48	22	311	2.8
(2) Leadership of learning processes	In my teaching, I facilitate student teachers’ learning about:
Instrumental	How digital resources can be used to lead learning processes	6	19	51	25	305	3.0
	How to use digital resources for diverse types of assignments	3	17	51	28	304	3.0
	How to use digital resources to create diverse forms of assessment	7	25	49	19	305	2.8
	How to create their own digital learning resources	14	30	40	16	305	2.6
Epistemic	How to be a teacher in a 1:1 classroom	25	32	34	9	305	2.3
	How to prevent digital nonsubject-related activities	30	40	26	4	305	2.0
(3) Interaction and communication	In my teaching, I facilitate student teachers’ need to gain experience with:
Instrumental	Digital collaboration	2	12	46	40	305	3.2
	How digital tools can be used for supervision	6	20	47	27	304	2.9
Epistemic	Developing a sharing culture	2	10	48	40	305	3.3
	How digital communication may influence relations and collaboration between teacher and pupil	17	29	39	15	301	2.5

Table 2. Signranktest ethics: percentage of teacher educators that responded more positively and negatively on instrumental vs. epistemic items, including N and corresponding p-values.

	How to discover, prevent and handle digital bullying, harassment and unwanted behaviour				How to develop pupils’ digital responsibility
	% Pos	% Neg	N	Prob > |z|	% Pos	% Neg	N	Prob > |z|
Guidelines for personal data protection	50.6	10.3	310	.001	27.3	25.4	311	.644
Copyright law	57.7	7.1	310	.001	34.7	18.6	311	.001
Source criticism and correct use of sources	78.9	1.3	308	.001	57.6	3.2	309	.001

Table 3. Signranktest leadership in the learning processes: percentage of teacher educators that responded more positively and negatively on instrumental vs. epistemic items, including N and corresponding p-values.

	How to be a teacher in a 1:1 classroom				How to prevent digital nonsubject-related activities
	% Pos	% Neg	N	Prob > |z|	% Pos	% Neg	N	Prob > |z|
How digital resources can be used to lead learning processes	53.0	3.9	304	.001	64.6	4.3	305	.001
How to use digital resources for diverse types of assignments	60.3	4.0	302	.001	70.6	4.3	303	.001
How to use digital resources to create diverse forms of assessment	48.5	8.9	303	.001	59.2	5.6	304	.001
How to create their own digital learning resources	38.6	17.8	303	.001	48.7	11.5	304	.001

Table 4. Signranktest interaction and communication: percentage of teacher educators that responded more positively and negatively on instrumental vs. epistemic items, including N and corresponding p-values.

	Developing a sharing culture				How digital communication may influence relations and collaboration between teacher and pupil
	% pos	% neg	N	Prob > |z|	% pos	% neg	N	Prob > |z|
Digital collaboration	13.1	13.1	305	.933	54.5	4.7	301	.001
How digital tools can be used for supervision	10.5	35.9	304	.001	41.2	10.6	301	.001

Table A1. Categorising PDC-items as instrumental or epistemic.

	Instrumental	Epistemic
Subjects, basic skills, and pedagogy and subject didactics I facilitate for the student teachers to learn how different digital resources can be used in school to:	Stimulate/ encourage/ help pupils to achieve the competence aims in the subject Motivate pupils Support the development of all five basic skills in and across subjects
Pedagogy and subject didactics I facilitate for student teachers to learn how different digital resources can be used in school to:	Facilitate explorative and creative learning activities Create varied learning activities Adapt content to pupils’ individual needs Facilitate deep learning
School in society I facilitate the teacher students to develop a subject-orientated reflective relation to:		How digital developments may create divides in society How digital developments influence the schools’ responsibility for bildung/ education How digital developments change the role of the teacher How digital developments influence children’s and youths’ childhood environment How digital developments influence participation in democratic processes
Ethics In my teaching, I facilitate for the student teachers to learn:	Guidelines for personal data protection Copyright law Source criticism and correct use of sources	How to develop pupils’ digital responsibility How to discover, prevent and handle digital bullying, harassment, and unwanted behaviour
Leadership of learning processes In my teaching, I facilitate for the student teachers to learn:	How digital resources can be used to lead learning processes To use digital resources to create diverse forms of assessment To use digital resources for diverse forms of assignments To create their own digital learning resources	How to be a teacher in a 1:1 classroom How to prevent digital non-subject-specific activities
Interaction and communication In my teaching, I facilitate for the student teachers to develop experience in:	Digital collaboration How digital tools can be used for mentoring/ supervising	Developing a culture for sharing/ sharing culture How digital communication may influence relations and collaboration between teacher and pupil
Change and development In my teaching I facilitate for the student teachers to get insight in:		Relevant research about, and methods for, integrating digital learning resources into teaching National steering documents linked to learning and teaching in a digital environment Importance of digital developments for their professional practice How they can independently develop their own professional digital competence further Discussing digital resources with the professional community to develop teaching Strategies to keep up-to-date concerning new digital resources and research (on digital developments/use of digital resources in teaching)