Promoting Digitalization-related Competencies in Teacher Training for Language Education

A Longitudinal Study in Seminars of the “DaZ Module” at the University of Cologne

Abstract

In the context of digitization, it is a cross-curricular task for teachers to use digital tools to support students' language learning. In this paper, we present results of a longitudinal observational study in which digitization-related competencies in language education were promoted among 33 prospective teachers in seminars of the “DaZ-Modul” at the University of Cologne. For this purpose, the students created digital products in a project phase of the seminars, in which they developed digital implementation options for already existing language-sensitive teaching methods. To measure learning outcomes, digitization-related language education competence was modeled based on the TPACK model and assessed using an adapted self-assessment questionnaire in a pre-post design. The results show that the seminar concept can contribute to a significant increase in self-assessed digitization-related language skills. It becomes clear that the intervention produces greater effect sizes for changes in self-assessment regarding subject-didactic dimensions compared to content-related dimensions of the TPACK model. Thus, the seminar concept seems to be particularly suitable for the training of practical teaching knowledge about the linking of digital and language learning. Finally, the results are also discussed against the background of the extent to which the products created in the intervention can be used as Open Educational Resources to qualify other (prospective) teachers in linking digital and language learning.