Victoria Bertram, Franziska Baier-Mosch, Charlotte Dignath, Mareike Kunter
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Promoting pre- and in-service teachers’ digital competence by using reverse mentoring
Abstract The study investigated the effectiveness of reverse mentoring as an innovative instructional method to promote pre- and in-service teachers’ digital competence. We conducted a quasi-experimental intervention study with 90 pre-service and 57 in-service teachers who took part in two-day online-workshops. The effectiveness of the reverse mentoring-intervention, where pre- and in-service teachers worked together in pairs to jointly develop ideas for the use of digital technology in the classroom, was compared to collaborative learning formats among peers in university seminars for pre-service teachers (control group 1) and professional development workshops for in-service teachers (control group 2). Technological-pedagogical knowledge (TPK), self-efficacy and positive beliefs about teaching with digital technology were investigated as outcomes. Pre- and in-service teachers in all groups gained in self-efficacy beliefs, whereby reverse mentoring was not more effective than the control conditions. TPK and positive beliefs about teaching with digital technology did not change over the course of the interventions. The results show that pre-service teachers can effectively act as mentors for in-service teachers to support their self-efficacy beliefs regarding the use of digital technology. However, we did not find evidence that reverse mentoring is more effective than peer learning among pre-service and in-service teachers to promote digital competence.
期刊介绍:
Unterrichtswissenschaft – Zeitschrift für Lernforschung ("Journal for Teaching and Learning") publishes research on learning and instruction in pre-school, school, higher education, occupational settings and various informal learning environments. The journal presents theoretical approaches and empirical research findings to facilitate the advancement of further research and evidence-based practice in education. Unterrichtswissenschaft is therefore indispensable for researchers and students in the fields of transfer research, teaching quality and didactics.
Unterrichtswissenschaft publishes original empirical studies, reviews, and theoretical articles in German and English. All articles are subject to double-blind peer review in order to meet the highest quality standards. Every issue contains a topical focus as well as unsolicited submissions, which are complemented by hot topic contributions.
The journal has an international audience with a special focus on German-speaking countries. It is one of the three most-cited German journals in educational research as identified by a Cited Reference Search in Web of Science, PsychInfo, and Harzing''s Publish or Perish (1999-2010). About 50 % of the references in Web of Science can be found in English-language publications.