Media Pedagogy in German and U.S. Teacher Education

Tiede, Jennifer and Grafe, Silke Media Pedagogy in German and U.S. Teacher Education. Comunicar, 2016, vol. 24, n. 49, pp. 19-28. [Journal article (Paginated)]

[img] Text (English)
c4902en.pdf - Published version
Available under License Creative Commons Attribution Non-commercial Share Alike.

Download (372kB)
[img] Text (Spanish)
Available under License Creative Commons Attribution Non-commercial Share Alike.

Download (364kB)

English abstract

Various research works and practitioners conclude that media pedagogy should be integrated in teacher education in order to enable future teachers to use media for their lessons effectively and successfully. However, this realization is not necessarily reflected in actual university curricula, as preservice teachers at some places can still finish their studies without ever dealing with media pedagogical issues. To understand, assess and eventually improve the status of media pedagogical teacher education, comprehensive research is required. Against this background, the following article seeks to present a theory-based and empirical overview of the status quo of preservice teachers’ pedagogical media competencies focusing Germany and the USA exemplarily. To form a basis, different models of pedagogical media competencies from both countries will be introduced and the extent to which these competencies have become part of teacher education programs and related studies will be summarised. Afterwards, method and selected results of a study will be described where the skills in question were measured with students from both countries, based on a comprehensive model of pedagogical media competencies that connects German and international research in this field. The international comparative perspective will help broaden the viewpoint and understand differences, but also similarities. These data serve to identify different ways of integrating media pedagogy into teacher training and draw conclusions on the consequences these processes entail for preservice teachers and their pedagogical media competencies.

Spanish abstract

Varios estudios de investigación y de práctica llegan a la conclusión de que la pedagogía de los medios debe integrarse en la formación de profesores para que estos futuros docentes puedan utilizar los medios de comunicación en sus clases con eficacia y éxito. Sin embargo, estos resultados no se reflejan en los programas universitarios vigentes, de manera que en algunas instituciones los profesores en formación pueden llegar al término de sus estudios sin haber abordado cuestiones de educación en medios. Para comprender, evaluar y más adelante mejorar la situación actual de la formación del profesorado en el ámbito de la pedagogía de los medios se necesitan extensas investigaciones. Teniendo en cuenta esta situación, el siguiente artículo presenta un resumen del «statu quo» de las competencias en pedagogía de los medios de los futuros profesores, centrándose en los ejemplos de Alemania y EEUU. Para crear una base presentamos diferentes modelos de competencias pedagógicas mediáticas de ambos países e intentaremos responder a la pregunta si estas competencias son promovidas por los programas de formación del profesorado. Después, se describirán el método y resultados seleccionados de un estudio que midió las competencias en pedagogía de los medios de estudiantes de ambos países, estudio basado en un modelo generalizador de competencias pedagógicas mediáticas que conectan la investigación alemana e internacional en este campo. La perspectiva internacional comparada ayuda a extender perspectivas y comprender diferencias y similitudes. Los datos de este estudio sirven para identificar diferentes formas de integrar la pedagogía de los medios de comunicación en la formación del profesorado. Además, se pueden sacar conclusiones sobre las consecuencias que implican estos procesos para profesores en formación y sus competencias mediáticas.

Item type: Journal article (Paginated)
Keywords: Alfabetización mediática; educación en medios; pedagogía; formación de profesorado; enseñanza basada en la competencia; currículo de la educación en medios; investigación de currículo universitario; análisis transnacional; Media literacy; media education; pedagogy; preservice teacher education; competency based teaching; media education curricula; university curriculum research; cross-national analysis
Subjects: B. Information use and sociology of information > BJ. Communication
G. Industry, profession and education.
G. Industry, profession and education. > GH. Education.
Depositing user: Alex Ruiz
Date deposited: 26 Oct 2016 11:06
Last modified: 26 Oct 2016 11:06


"SEEK" links will first look for possible matches inside E-LIS and query Google Scholar if no results are found.

Abbit, J.T. (2011). An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers. Journal of Digital Learning in Teacher Education, 27(4), 134-143. doi: ( (2016-05-23).

Bentlage, U., & Hamm, I. (Eds.) (2001). Lehrerausbildung und neue Medien. Erfahrungen und Ergebnisse eines Hochschulnetzwerks. Gütersloh, Germany: Verlag Bertelsmann Stiftung.

Blömeke, S. (2000). Medienpädagogische Kompetenz. Theoretische und empirische Fundierung eines zentralen Elements der Lehrerausbildung. München, Germany: Kopaed.

Blömeke, S. (2003). Neue Medien in der Lehrerausbildung. Zu angemessenen (und unangemessenen) Zielen und Inhalten des Lehramtsstudiums. In Medienpädagogik. ( (2016-05-23).

Blömeke, S. (2005). Medienpädagogische Kompetenz. Theoretische Grundlagen und erste empirische Befunde. In A. Frey, R.S. Jäger, & U. Renold (Eds.), Kompetenzdiagnostik-Theorien und Methoden zur Erfassung und Bewertung von beru?ichen Kompetenzen. (pp. 76-97). Landau, Germany: Empirische Pädagogik (=Berufspädagogik; 5).

Blömeke, S., & Paine, L. (2008). Getting the Fish out of the Water: Considering Bene?ts and Problems of Doing Research on Teacher Education at an International Level. Teaching and Teacher Education, 24(4), 2027–2037. doi:

EU Kids Online (2014). EU Kids Online: Findings, Methods, Recommendations (deliverable D1.6). London: EU Kids Online, LSE. ( (2016-05-23).

Flanagan, J.C. (1954). The Critical Incident Technique. Psychological Bulletin, 54(4), July.

Fry, S., & Seely, S. (2011). Enhancing Preservice Elementary Teachers’ 21st Century Information and Media Literacy Skills. Action in Teacher Education, 33(2), 206-218. doi: ( (2016-05-23).

Grafe, S. (2011). «Media Literacy» und «Media (Literacy) Education» in den USA: Ein Brückenschlag über den Atlantik. In H. Moser, P. Grell, & H. Niesyto (Eds.), Medienbildung und Medienkompetenz (pp. 59-80). München, Germany: Kopaed. ( (2016-05-23).

Grafe, S., & Breiter, A. (2014). Modeling and Measuring Pedagogical Media Competencies of Preservice Teachers (M3K). In C. Kuhn, T. Miriam, & O. Zlatkin-Troitschanskaia (Eds.), Current international state and Future Perspectives on Competence Assessment in Higher Education (KoKoHs Working Papers 6, pp. 76-80). Mainz/Berlin, Germany: Humboldt University of Berlin, Johannes Gutenberg University Mainz. ( (2016-05-23).

Gray, L., Thomas, N., & Lewis, L. (2010). Teachers’ Use of Educational Technology in U.S. Public Schools: 2009 (NCES 2010-040). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. ( (2016-05-23).

Gysbers, A. (2008). Lehrer-Medien-Kompetenz. Eine empirische Untersuchung zur medienpädagogischer Kompetenz und Performanz niedersächsischer Lehrkräfte. Berlin, Germany: Vistas.

Harkness, J.A., & Schoua-Glusberg, A. (1998). Questionnaires in Translation. ZUMA-Nachrichten Spezial, 7, 87-125. ( (2016-05-23).

Herzig, B., Martin, A., Schaper, N., & Ossenschmidt, D. (2015). Modellierung und Messung medienpa¨dagogischer Kompetenz. Grundlagen und erste Ergebnisse. In B. Koch-Priewe, A. Ko¨ker, J. Seifried & E. Wuttke (Eds.), Kompetenzerwerb an Hochschulen: Modellierung und Messung. Zur Professionalisierung angehender Lehrerinnen und Lehrer sowie fru¨hpa¨dagogischer Fachkra¨fte (pp. 153-176). Bad Heilbrunn: Verlag Julius Klinkhardt. ( (2016-05-23).

Hobbs, R. (2010). Digital and Media Literacy: A Plan of Action (White Paper on the Digital and Media Literacy Recommendations of the Knight Commission on the Information Needs of Communities in a Democracy). Washington, DC: The Aspen Institute. ( (2016-05-23).

Imort, P., & Niesyto, H. (2014). Grundbildung Medien in pädagogischen Studiengängen. Reihe medienpädagogik interdisziplinär, Vol. 10. München. ( (2016-05-23).

International Society for Technology in Education [ISTE] (2008). ISTE Standards for Teachers. ( (2016-05-23).

Kultusministerkonferenz [KMK] (2012). Medienbildung in der Schule. Beschluss der Kultusministerkonferenz vom 8.3.2012. Kultusministerkonferenz. ( (2016-05-23).

Lenhart, A. (2015). Teens, Social Media & Technology Overview 2015. Pew Research Center. ( (2016-05-23).

Mayring, P. (2000). Qualitative Content Analysis. Forum: Qualitative Social Research, 1(2). ( (2016-05-23).

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1,017-1,054. doi:

MPFS (Southwest Media Education Research Association) (Ed.) (2014). JIM 2014. Jugend, Information, (Multi-) Media. Stuttgart, Germany: MPFS. ( (2016-05-23).

NAMLE (National Association for Media Literacy Education). (2008). The Core Principles of Media Literacy Education. ( (2016-05-23).

OECD (2015). Students, Computers and Learning: Making the Connection. PISA, OECD Publishing. doi: ( (2016-05-23).

Oh, E., & French, R. (2004). Preservice Teachers’ Perceptions of an Introductory Instructional Technology Course. Electronic Journal for the Integration of Technology in Education, 3(1), 1-18. ( (2016-05-23).

Redman, C. (2012). Experiencing New Technology: Exploring Pre-service Teachers' Perceptions and Reflections Upon the Affordances of Social Media. AARE APERA International Conference, Sydney 2012. ( (2016-05-23).

Røkenes, F.M., & Krumsvik, R.J. (2014). Development of Student Teachers’ Digital Competence in Teacher Education. A Literature Review. Nordic Journal of Digital Literacy, 9(4), 250-280. ( (2016-05-23).

Schaper, N. (2009). Aufgabenfelder und Perspektiven bei der Kompetenzmodellierung und -messung in der Lehrerbildung. Lehrerbildung auf dem Prüfstand, 2(1), 166-199.

Shulman, L.S. (1986). Those who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4-31. doi:

Siller, F. (2007). Medienpädagogische Handlungskompetenzen. Problemorientierung und Kompetenzerwerb beim Lernen mit neuen Medien. Mainz, Germany: Johannes Gutenberg-Universität. ( (2016-05-23).

Stmbw [Bayerische Staatsministerium für Bildung und Kultur, Wissenschaft und Kunst] (2016). Digitale Bildung in Schule, Hochschule und Kultur. Die Zukunftsstrategie der Bayerischen Staatsregierung. München: stmbw. ( (2016-05-23).

Survey Research Center (2010). Guidelines for Best Practice in Cross-Cultural Surveys. Ann Arbor, MI: Survey Research Center, Institute for Social Research, University of Michigan. ( (2016-05-23).

Tiede, J., Grafe, S., & Hobbs, R. (2015). Pedagogical Media Competencies of Preservice Teachers in Germany and the United States: A Comparative Analysis of Theory and Practice. Peabody Journal of Education, 90(4), 533-545. doi: ( (2016-05-23).

Tulodziecki, G. (1997). Medien in Erziehung und Bildung. Grundlagen und Beispiele einer handlungs- und entwicklungsorientierten Medienpädagogik (3rd edition). Bad Heilbrunn: Klinkhardt.

Tulodziecki, G. (2012). Medienpädagogische Kompetenz und Standards in der Lehrerbildung. In R. Schulz-Zander, B. Eickelmann, H. Moser, H. Niesyto, & P. Grell (Eds.), Jahrbuch Medienpädagogik 9 (pp. 271-297). Wiesbaden, Germany: Springer VS. ( (2016-05-23).

Tulodziecki, G., & Blömeke, S. (1997). Zusammenfassung: Neue Medien-neue Aufgaben für die Lehrerausbildung. In G. Tulodziecki & S. Blömeke (Eds.), Neue Medien-neue Aufgaben für die Lehrerausbildung. (pp. 155-160). Gütersloh, Germany: Verlag Bertelsmann Stiftung.

Tulodziecki, G., & Grafe, S. (2012). Approaches to Learning with Media and Media Literacy Education –Trends and Current Situation in Germany. Journal of Media Literacy Education, 4(1), 44-60. ( (2016-05-19).

Tulodziecki, G., Herzig, B., & Grafe, S. (2010). Medienbildung in Schule und Unterricht. Grundlagen und Beispiele. Bad Heilbrunn, Germany: Julius Klinkhardt. ( (2016-05-23).

U.S. Department of Education, Office of Educational Technology (2016). Future Ready Learning: Reimagining the Role of Technology in Education. Washington, D.C. ( (2016-05-23).

Wilson, C., Grizzle, A., Tuazon, R., Akyempong, K., & Cheung, C.-K. (2011). Media and Information Literacy Curriculum for Teachers. Paris: UNESCO. ( (2016-05-23).


Downloads per month over past year

Actions (login required)

View Item View Item