2019/12/17 by Andreas Weich, Weich, Andreas, Katja Koch +3
Social Sciences · #Education Methods and Technologies #Educator Training and Historical Pedagogy #Sociology and Education Studies
paper · doi:10.18716/ojs/kon/2020.1.3
openalex publication_date 2019/12/17 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/01
Das DigCompEdu-Modell digitaler Kompetenzen der EU bildet gegenwärtig eines der wirkmächtigsten Rahmenwerke zur Ausgestaltung von Studiengängen des Lehramts an deutschen Universitäten. In diesem Artikel wird dieses operationale Modell aus den Perspektiven der empirischen Lehrer*innenbildung und der kulturwissenschaftlich orientierten Medienwissenschaft auf die Frage nach der in dem Modell angelegten Bedeutung von Medienreflexionskompetenz befragt und es werden optionale theoretische Integrationsmöglichkeiten zur Weiterentwicklung des Modells benannt. The DigCompEdu model of digital competences of the EU currently forms one of the dominant frameworks for the design of teacher training courses at German universities. In this article, this operational model is analysed from the perspectives of empirical teacher training and media studies concerning the significance of media reflection competence in the model. Finally, it outlines the potential for the further development of the model. The DigCompEdu model of digital competences of the EU currently forms one of the dominant frameworks for the design of teacher training courses at German universities. In this article, this operational model is analysed from the perspectives of empirical teacher training and media studies concerning the significance of media reflection competence in the model. Finally, it outlines the potential for the further development of the model.