Contribution 1: Media pedagogy in German and US-American teaching; Paper 1: Media Pedagogy in German and U.S. Teacher EducationGermanEnglish

Various research and practitioners conclude that media pedagogy should be integrated into teacher education in order to enable future teachers to effectively and successfully engage media in their teaching. However, this finding is not necessarily reflected in today’s university curricula, as teaching students are still able to complete their studies in some places without ever addressing media pedagogical issues. Extensive research is needed to understand, assess and ultimately improve the status of media pedagogical teacher education. Against this background, the following article provides a theory-based and empirical overview of the current status of media pedagogical skills for teacher students, looking at examples of Germany and the USA. Basically, different models of media pedagogical skills from both countries are presented and the extent to which these competences have become part of apprenticeships and related studies is summarised. It then describes the methodology and selected results of a study that measured the relevant skills of students from both countries, based on a comprehensive model of media pedagogical competence that combines German and international research in this field. The international comparative perspective will help to clarify the perspective too wide and differences, but also similarities. The purpose of these data is to identify different ways of integrating media pedagogy into teacher education and to draw conclusions on the consequences these processes bring for students and their media pedagogical skills. 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 reality 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, com-prehensive research is required. Against this background, the following article seeks to present a theory-based and empirical over-view of the status quo of preservice teachers’ pedagogical media competences focusing Germany and the USA exemplarily. To form a basis, different models of pedagogical media competences from both countries will be introduced and the extent to which these powers have become part of teacher education programmes and related studies will be regretted. Prima facie, 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 so similarities. This data serves to identify different ways of integrating media pedagogy into teacher training and drawing conclusions on the con-periods these processes entail for preservice teachers and their pedagogical media competences.