Abstract:

It remains the central task of the universities to prepare students of teaching professions in their knowledge, skills, and attitude to teach digital literacy at school and to train them accordingly. Using e-learning as a method to practice digital action is a plausible way of pre-service training (Marci-Boehncke & Wulf 2016; Marci-Boehncke & Hellenschmidt 2012).

A survey at the TU Dortmund shows that here too volitional hurdles have to be overcome which are not only of a technical nature: German teacher training students only like to work in a digital environment where they do not have to fear a loss of control over their results of action and privacy. We collected our data with a semi-standardized questionnaire (Mertens 2015) researching teacher’s beliefs within more than 20 sub-areas; here the sub-area on digital university teaching is presented.

Asking students (n = 244 BA/47 MA) for their wishes regarding digital university teaching, they prefer the following methods least:
a) real-time chat discussions (16,4%/23,4 %)
b) the production of video vignettes of their teaching (17,2%/25,5%)
c) participative digital platforms (13,1%/27,7%)

There is a distinct higher acceptance to be found regarding tertiary media (Pross 1972) than quarternary media (Bruns 2006). As already to be found valid for in-service teachers (Richter & Pant 2016), the results show, that even students dislike insights to their practices, an unmasking, and the direct interchange.

In a certificate ISoLDE for "Inclusion - Game - Digital Media," (Höfer-Lück & Marci-Boehncke & Bosse) an attempt is therefore made to improve the acceptance of digital action by teaching game theory considerations and exercises. That is intended above all to appeal to the beliefs and attitudes of students (Bos et al 2014; Delere & Rath 2018; Marci-Boehncke & Delere 2018), and to relativize fears of a loss of control. It seems central to teacher training to learn to distinguish between a justified skepticism towards digital data paths and an attitude of uncertainty concerning one's professionalism.

Theoretical knowledge about digitality, on the one hand, the reflection of own fears and convictions as well as more sovereignty in dealing with the own role and digital behavior, on the other hand, are to be conveyed in the course of studies.

Keywords:

Teacher training, digital media, e-learning, game theory, teacher's cooperation.