CoTeach – Connected Teacher Education

CoTeach war ein interdisziplinäres Projekt an der Julius-Maximilians-Universität Würzburg (JMU). Es wurde vom Bundesministerium für Bildung und Forschung (BMBF) im Rahmen der Qualitätsoffensive Lehrerbildung mit dem Schwerpunkt „Digitalisierung in der Lehrerbildung“ mit einer Laufzeit von April 2020 bis Dezember 2023 gefördert.

Im Fokus des Projekts stand die systematische und interdisziplinäre Zusammenarbeit zwischen Bildungswissenschaften, Fachdidaktiken und Fachwissenschaften für die Entwicklung, Gestaltung und Evaluation innovativer Lernkontexte in den lehrerInnenbildenden Studiengängen. CoTeach umfasste acht Arbeitspakete, von denen sechs in interdisziplinärer Konstellation die Entwicklung, Implementation und Evaluation von Lernumgebungen in lehrerbildenen Studiengängen mit VR, AR und adaptiven Technologien adressierten.

Da ein hoher Professionalisierungsgrad der Dozent*Innen hierfür eine entscheidende Voraussetzung ist, wurde begleitend in interdisziplinärer Zusammenarbeit zwischen dem Lehrstuhl für Schulpädagogik, dem Lehrstuhl für Mensch-Computer-Interaktion und der Professur für Didaktik der Informatik ein Fortbildungs- und Beratungskonzept für Lehrende konzipiert und fortlaufend hinsichtlich der Bedarfe und der Wirksamkeit evaluiert und weiterentwickelt.

Prof.in Dr. Silke Grafe

Institut für Pädagogik
Lehrstuhl für Schulpädagogik
Oswald-Külpe-Weg 82

97074 Würzburg

Gebäude: 82

Raum: 03.014

Telefon: 0931 31-81535

E-Mail: silke.grafe@uni-wuerzburg.de

Sprechzeiten: nach Vereinbarung

Filmbeitrag zum Projekt

Förster, K., & Grafe, S. (2023). Fostering Teacher Educators’ Media-Related Intercultural Competencies Using a Social VR Environment. Proceedings of SITE 2023 Conference, 2547-2557. https://www.learntechlib.org/p/221901/
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This study reports on the results of a case study within a Design-Based-Research project aimed at designing, implementing and evaluating a professional development concept to foster teacher educators’ media related intercultural competencies. A remote workshop using a Social VR environment was conducted with a convenience sample of 10 teacher educators. Data collected through a qualitative pre-posttest and a focus group was interpreted through qualitative content analysis. Findings validated the pedagogical concept and showed intercultural competence development in several domains as well as increased ability to evaluate potentials and risks related to interculturally focused teaching and learning with Social VR.
Foerster, K., Hein, R., Grafe, S., Latoschik, M. E., & Wienrich, C. (2021). Fostering Intercultural Competencies in Initial Teacher Education. Implementation of Educational Design Prototypes using a Social VR Environment. In T. Bastiaens (Hrsg.), Proceedings of Innovate Learning Summit 2021 (S. 95-108). Association for the Advancement of Computing in Education (AACE). https://www.researchgate.net/publication/356192788_Fostering_Intercultural_Competencies_in_Initial_Teacher_Education_Implementation_of_Educational_Design_Prototypes_using_a_Social_VR_Environment
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The combination of globalization and digitalization emphasizes the importance of media-related and intercultural competencies of teacher educators and pre-service teachers. This article reports on the initial prototypical implementation of a pedagogical concept to foster such competencies of pre-service teachers. The proposed pedagogical concept utilizes a social VR framework since related work on the characteristics of VR indicate that this medium is particularly well suited for intercultural professional development processes. The development is integrated into a larger design-based-research approach that develops a theory-guided and empirically grounded professional development concept for teacher educators with a special focus on TETC 8. TETC provide a suitable competence framework capable of aligning both requirements for media-related as well as intercultural competencies. In an exploratory study with student teachers we designed...
Foerster, K., & Grafe, S. (2021). ICT-related Educational Competencies of Teacher Educators from an Intercultural Perspective. A Systematic Analysis of Competency Frameworks. In E. Langran & L. Archambault (Hrsg.), Proceedings of Society for Information Technology & Teacher Education International Conference 2021 (S. 1586-1595). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/219321
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Both research and policy indicate the importance of considering ICT-related and intercultural competence development in education together. Teacher educators play a significant role in the development of these related competencies. The aim of this study is to analyze ICT-related competence frameworks addressing teacher educators, focusing on how they incorporate intercultural considerations. We analyze four internationally recognized models—Teacher Educator Technology Competencies (TETCs), DigCompEdu, Jisc Digital Capabilities, and Media Didactica—showing that with the TETCs important steps have been taken to integrate both discourses, while the other frameworks treat aspects related to culture as isolated phenomena. In TETC 8, the global dimension is represented by a specific competency, which is also differentiated into specific areas of competence. This offers a strong starting point for further international discourse...

CoTeach – Connected Teacher Education

Prof.in Dr. Silke Grafe

Filmbeitrag zum Projekt

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Hinweis zum Datenschutz

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