Abstract:

The strategy of the Standing Conference of the Ministers of Education and Cultural Affairs (KMK) "Education in the Digital World" strategy (KMK, 2016) formulated digital competencies for German school education. For students to acquire the digital competencies formulated therein, appropriately trained teachers are required. To achieve this, digital technologies and methods must be a mandatory part of the first phase of teacher training at universities.

A co-constructive research project Ko2-DiLAN-P1 (Co-constructive digitization of science teacher education in the first phase) at the Department of Physics at the Technical University of Darmstadt aims to achieve an area-wide attainability of digital competencies in the teacher training program through exchange with lecturers. The DiKoLAN orientation framework (Digital Competencies for Teaching in Science Education), which describes competency expectations at the execution level, serves as a basis for this (von Kotzebue et al., 2022).

Our main research questions: How can DiKoLAN competencies be distributed and integrated into the courses of the physics teaching degree programs without neglecting the subject-specific and -didactic competencies? Are the DiKoLAN competencies expectations suitable for the implementation of digital competences in the specific courses of the physics teacher training programs?

Our research project is structured as follows. In each of the eleven exclusive courses of the physics teaching degree program, an individual intervention study has conducted the methodology "participatory action research" in collaboration with the respective lecturers (Eilks & Ralle, 2006). With this, we observe the effectiveness of designed learning opportunities for competence development and the underlying mechanisms of action to explore and develop concepts for competence development of lecturers and students and for their embedding in appropriate frameworks. In addition to the coaching of lecturers, these include questionnaires for self-assessment (DiKoLAN-Grid, von Kotzebue, et al., 2022), collaboratively managed documents, interviews of lecturers, and group interviews of students in several iteration cycles.

The initial outcomes are a descriptive summary of the current state after the first iteration cycle (winter term 2021/2022).

In a first conclusion, the co-constructive approaches we have chosen show that:
(1) students have learned in the field of digitalization (in the sense of the DPaCK model)
(2) students themselves develop ideas on how digital media can be used (profitably) in the teaching-learning process.

References:
[1] Eilks, I, Ralle, B (2002). Partizipation Fachdidaktische Aktionsforschung. Ein Modell für eine begründete und praxisnahe curriculare Entwicklungsforschung in der Chemiedidaktik. Chemkon 9(1), 13-18.
[2] The Standing Conference of the Ministers of Education and Cultural Affairs (KMK) (2016) Bildung in der digitalen Welt, Berlin.
[3] Von Kotzebue, L., Meier, M., Finger, A., Kremser, E., Huwer, J., Thoms, L.-J., Becker, S., Bruckermann, T., Thyssen, C. (2021). The Framework DiKoLAN (Digital Competencies for Teaching in Science Education) as Basis for the Self-Assessment Tool DiKoLAN-Grid. Educ. Sci. 11(12), 775.

Keywords:

DiKoLAN, digital competencies, teacher professionalization, action research.