Uniting Generic and Content-Specific Instructional Quality to Foster Pre-Service Teachers' Professional Digital Competence

• In Event: AERA Poster Session Friday 3:45pm
  In Poster Session: Constructing Futures of Teacher Education: Equity, Technology, and Transformative Frameworks

Abstract

Pre-service teachers report the need to be better-prepared for digitalized teaching and learning. In this context, more evidence is needed on (a) learning experiences offered in teacher education and (b) how to foster their professional digital competence. Addressing these gaps, we draw on longitudinal survey data from 256 pre-service teachers at a German university to identify variations in learning experiences with data on generic and content-specific instructional quality (INQ). Using latent profile analysis based on generic and content-specific INQ dimensions, we compared various model specifications and identified multiple profile variants with either two or four-profile solutions. Regardless of the model specification, generic INQ dimensions show moderate to high levels across all profiles, whereas content-specific INQ dimensions varies between profiles.

Authors

• Anne-Kathrin Hirsch, University of Rostock

• Jo Tondeur, Ghent University

• Charlott Rubach, University of Rostock