In order to foster a digitally proficient society, pre-service and in-service teachers need to acquire subject-specific digital competencies so as to appropriately design lessons and promote digital skills among their students. To this end, competency models (such as DPaCK: Huwer, Irion, Kuntze, Schaal & Thyssen, 2019) and concrete operationalized orientation frameworks (such as the DiKoLAN framework: Digital Competencies for Teaching in Science Education: von Kotzebue, et al, 2021) are required in order to develop digital competencies among STEM teachers. Likewise, it is crucial to discuss which specific competencies should be acquired in which stages of (pre-service and in-service) teacher education.
The aim of this Research Topic is to attempt to define these competencies and to discuss the practical implementation of competence development. A further objective is to empirically describe existing competencies at a given point in time and their development in the course of training phases and in the transitions between training phases.
This Research Topic seeks to analyze and discuss which specific competencies in-service and pre-service teachers need to have in order to prepare their students for digitization and digitality in society. To this end, we welcome submissions in the following areas:
? Empirical analyses of various competence models up to tangible orientation frameworks.
? Systematic reviews that provide an overview of such competency models.
? Discussions of which competencies should be acquired at which point in time during training or continuing education.
? Empirical research articles on the measurement of competencies with various instruments or across different points in time.
? Empirical studies on the practical implementation of competence development among teachers.
The submission of small scale intervention studies (e.g. best-practice-examples) is discouraged. The Research Topic should cover teacher education for all relevant levels of education (from primary to upper secondary), i.e. STEM teacher education in its entire breadth.
In order to foster a digitally proficient society, pre-service and in-service teachers need to acquire subject-specific digital competencies so as to appropriately design lessons and promote digital skills among their students. To this end, competency models (such as DPaCK: Huwer, Irion, Kuntze, Schaal & Thyssen, 2019) and concrete operationalized orientation frameworks (such as the DiKoLAN framework: Digital Competencies for Teaching in Science Education: von Kotzebue, et al, 2021) are required in order to develop digital competencies among STEM teachers. Likewise, it is crucial to discuss which specific competencies should be acquired in which stages of (pre-service and in-service) teacher education.
The aim of this Research Topic is to attempt to define these competencies and to discuss the practical implementation of competence development. A further objective is to empirically describe existing competencies at a given point in time and their development in the course of training phases and in the transitions between training phases.
This Research Topic seeks to analyze and discuss which specific competencies in-service and pre-service teachers need to have in order to prepare their students for digitization and digitality in society. To this end, we welcome submissions in the following areas:
? Empirical analyses of various competence models up to tangible orientation frameworks.
? Systematic reviews that provide an overview of such competency models.
? Discussions of which competencies should be acquired at which point in time during training or continuing education.
? Empirical research articles on the measurement of competencies with various instruments or across different points in time.
? Empirical studies on the practical implementation of competence development among teachers.
The submission of small scale intervention studies (e.g. best-practice-examples) is discouraged. The Research Topic should cover teacher education for all relevant levels of education (from primary to upper secondary), i.e. STEM teacher education in its entire breadth.
