The development of pre-service biology teachers' intention to use digital incremental scaffolds: insights from guided online training
These findings support the relevance of internal beliefs and social expectations in driving pre-service teachers' intention to integrate digital tools. The results also emphasize the importance of pedagogical-technological knowledge in shaping teachers' confidence in implementing such digital tools. The study's implications for designing practical informed digital training formats in teacher education are discussed.
Authors
- Jörg Großschedl (ORCID: https://orcid.org/0000-0002-7943-4818)
- Nadine Großmann (ORCID: https://orcid.org/0000-0003-0997-5624)
- Svea Isabel Kleinert (ORCID: https://orcid.org/0000-0003-3396-3586)
- Matthias Wilde (ORCID: https://orcid.org/0000-0002-1630-3263)
- Rebekka Karbstein
- Pascal Schaldach (ORCID: https://orcid.org/0009-0001-6629-6495)
- Steffen Schaal (ORCID: https://orcid.org/0000-0002-4967-8627)
- Lea Gussen (ORCID: https://orcid.org/0000-0002-8091-4253)
- Ricarda Lohrsträter (ORCID: https://orcid.org/0009-0002-4835-6906)
- Margit Offermann
Institutions
- University of Cologne (DE)
- Bielefeld University (DE)
- Hochschule Bielefeld (DE)
- Ludwigsburg University of Education (DE)
- University of Duisburg-Essen (DE)
Publication Details
- Journal
- Frontiers in Psychology
- Published
- 2025-10-24
- DOI
- https://doi.org/10.3389/fpsyg.2025.1656795
- Primary Topic
- Digital literacy in education
- Type
- article
- Field-Weighted Citation Impact
- 0.00