Self-assessments of professional knowledge in Digital Media Use: Attitudes and Emotions of Primary School Teachers in Teacher Training

Despite the central role of digital competences in teacher education, little is known about how individual and structural factors jointly shape the professional development of prospective primary school teachers. This study investigates N = 569 student and trainee teachers using structural equation modelling across three dimensions: confidence in media use, pedagogical relevance, and perceived need for support. The analysis highlights emotional-motivational orientations as decisive predictors: anxiety reduces confidence, while enthusiasm fosters perceived relevance and reduces support needs. Although effect sizes are small, targeted qualification offerings – especially with a media pedagogical focus – prove effective in enhancing knowledge and lowering emotional barriers. These findings provide novel evidence that teacher education must go beyond technical training by integrating media pedagogy systematically and reflectively into curricula. Emotion-sensitive, practice-oriented formats that address prior experiences are crucial to prepare future teachers for the challenges of digital transformation.