Fördermöglichkeiten und Entwicklungsverläufe medienbezogener Selbstwirksamkeitserwartungen in der Lehrkräftebildung

Media-related self-efficacy expectations of teachers are considered a central and action-relevant area of their media pedagogical competence. This article examines the extent to which these can be changed and promoted in university teacher training programs. The intervention consists of a one-semester media didactics seminar, which was scientifically monitored over four semesters. In the seminar, prospective primary school teachers work in small groups on a tablet and create a digital picture book for inclusive classroom settings in first and second grade. A pretest-posttest design (N = 209) is used to analyze the characteristics and development of the assessment of their own abilities to use digital media in the classroom. The results show that media-related self-efficacy increases significantly on average as a result of attending the seminar. However, the results also indicate that almost half of the participants recorded no increase in their self-efficacy or even experienced a decline. This is particularly the case for students who started the seminar with high self-efficacy expectations. The results are discussed in terms of their implications for the design of media didactic learning opportunities in the first phase of teacher training.