Teil II: Die Messung medienbezogener pädagogischer Kompetenzen ; Part II: Measuring Media-related Educational Competencies.

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Autor/Urheber	Tiede, Jennifer
Institution	Zeitschrift MedienPädagogik
Titel	Teil II: Die Messung medienbezogener pädagogischer Kompetenzen ; Part II: Measuring Media-related Educational Competencies.
Quelle	In: doi:10.21240/mpaed/diss.jt/2020.07.02.X; MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung; Die medienbezogenen pädagogischen Kompetenzen deutscher und US-amerikanischer Lehramtsstudierender. Eine vergleichende Analyse von Kompetenzmodellen, Kompetenzmessungen und Praktiken der Kompetenzförderung; 101-151 ; MediaEducation: Journal for Theory and Practice of Media Education; Media-related Educational Competencies of German and US Preservice Teachers. A Comparative Analysis of Competency Models, Measurements and Practices of Advancement; 1424-3636 ; 10.21240/mpaed/diss.jt.X(2020) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.21240/mpaed/diss.jt/2020.07.02.X
Schlagwörter	Kompetenzmessung; TPACK; M³K; DigCompEdu; Educational Technology Competencies; Medienpädagogische Kompetenz; Digitale pädagogische Kompetenzen; Competency measurement; International Comparison; International Study; Digital Pedagogical Competencies
Abstract	Measuring the media-related educational competencies of preservice teachers is important for the context of this dissertation because it functions as a link between the dimensions of modeling and advancing competencies: on the one hand, measurement instruments can validate and operationalize underlying models, which means concretizing and defining what a competency aspect comprises by observable and measurable behavior. On the other hand, measuring competencies is important in terms of evaluating practices of advancement, because it allows for grounded conclusions, e.g., on the success and outcomes of such practices. This evaluative perspective will be stressed below. However, competency measuring is a complex and challenging task. The following part of this dissertation will give an overview of this context, apply the findings to the models analyzed in Part I and then introduce and discuss an example of a measurement with Paper 1, "Media Pedagogy in U.S. and German Teacher Education," concluded by further considerations.
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