2026-04-15T12:49:43Z https://datacatalogue.cessda.eu/oai-pmh/v0/oai

361fa9871d21ace55255ad8ef912c07d95f18cafb8db5eaa50dd27be78ec7bb9 2026-03-30T02:21:20Z language:deopenaire_data

USEFIT: Befragung zweier Kohorten Studierender Fachdidaktik Informatik PH St. Gallen, 2020 und 2021 USEFIT: Befragung zweier Kohorten Studierender Fachdidaktik Informatik PH St. Gallen, 2020 und 2021 416ea0d6-4520-455a-a678-9161b81e306b10.48573/z189-d126 Smit, Robbert FORSFORSFORS 2024 BerufsausbildungVocational education and trainingFormation et enseignement professionnelsBILDUNGEDUCATIONEDUCATIONARBEIT UND BESCHÄFTIGUNGLABOUR AND EMPLOYMENTTRAVAIL ET EMPLOI Experience in the field is a major factor in teacher education around the world (Darling-Hammond, 2017). A practicum in a school gives pre-service teachers the opportunity to transfer the technology knowledge they gain during their higher education and apply this to their teaching practice. However, the role of a mentor teacher in a practicum is critical. If the mentor teacher does not provide a positive model, pre-service teachers cannot develop strong self-efficacy beliefs and might be discouraged from employing technology in their future daily teaching (Bullock, 2004). Missing self-efficacy beliefs are one of the major obstacles to implementation of effective technology instruction in schools (Elstad & Christophersen, 2017; Han, Shin, & Ko, 2017). Unfortunately, Switzerland does not yet have enough experienced technology teachers who can serve as good models for the integration of technology in lessons (Prasse, Döbeli Honegger, & Petko, 2017). How might this lack of fruitful practicum experience in relation to technology be addressed? Our project offers a solution to this problem. In our region, a new centre for teacher education in technology has recently been opened. It is unique in its form, as it is embedded within an incubator for start-up enterprises in the technology field. Teachers and school students can get a taste of the real world of technology while they learn – applying their acquired technology skills in an authentic science-related environment. To make the learning of students and practitioners more beneficial, we intend to employ pre-service teachers as assistants during the problem-solving sequences of design tasks. For future teachers, this situation would have many benefits. They can profit from the opportunity to use technology in an authentic learning environment; a pedagogical model that will promote effective learning – particularly relevant in terms of the technology competences which will be required under the new curriculum 21. Furthermore, pre-service students can experience how technological pedagogical content knowledge (TPCK) looks in practice (Mishra & Koehler, 2006). In short, instead of going into schools for their technology practicum (which are not yet available in sufficient quantity and quality), pre-service teachers can assist teacher trainers with delivery of technology courses to classes. This is a completely new concept for stimulating and promoting digital transformation in schools. It must be borne in mind, however, that as yet there is a lack of knowledge about whether such an approach is really successful. It is, therefore, important to explore and prove the effects of our project. Based on a quasi-experimental control group research design, we aimed to test whether “assisting” teachers develop, over time, more self-efficacy beliefs and TPCK than pre-service teachers in a control group. The intervention sample consisted of 13 pre-service teachers, each of whom assisted three times during a one-day course for secondary school classes during the 2020, start 2021. Hence, the duration of the project was one year. A larger sized sample served as the control group, consisting of pre-service teachers who only possessed theoretical knowledge gained from the school of education. To answer the hypothesis, we analysed quantitative data derived from a questionnaire. An extension of this research (but beyond the scope of the current project) would be to consider exploring the assisting teachers’ ability to transfer their acquired TPCK to their own classrooms. SchweizSwitzerlandSuisseEuropaEuropeEuropeWesteuropaWestern EuropeEurope occidentale Additional data use purposes: Research purposes, Teaching purposes, Education and training purposesZusätzliche Datennutzungszwecke: Forschungszwecke, Lehrzwecke, Bildungs- und AusbilundszweckeFinalités supplémentaires d’utilisation des données: Fins de recherche, Fins d’enseignement, Fins d’éducation et de formationSondergenehmigung: Nach vorheriger Zustimmung des AutorsSpecial permission: With prior agreement of authorPermission spéciale: Accord préalable de l'auteur·trice swissubase_1283_1_0 Usefit: Daten (SPSS) Usefit: Codebuch (D) Usefit: Report (E) Usefit: Publication (E) http://www.swissubase.ch/oai-pmh/v1/oai oai:swissubase.ch:416ea0d6-4520-455a-a678-9161b81e306b 2026-03-24T12:04:32Z ddi:codebook:2_5