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<p>The digital transformation is fundamentally reshaping the requirements of vocational teacher education. Teachers are expected not only to master digital technologies but also to use them reflectively within the interplay of subject matter, pedagogy, and vocational relevance. However, it remains unclear how digital teaching competence develops at the intersection of reflection and action.</p><p>This study examines the development of media pedagogical professionalism among prospective vocational teachers in the fields of construction and wood technology. In a&#xa0;practice-based learning setting, students created digital teaching materials, documented their development processes in portfolios, and received external evaluations from experienced vocational school teachers. This design enables a&#xa0;systematic comparison of reflective dispositions and performative outcomes.</p><p>The findings reveal systematic discrepancies between reflective dispositions and performative outcomes. While the creation of digital resources is consistently strong and grounded in students’ prior vocational expertise, the selection of resources is more heterogeneous and often lacks explicit reflection. The weakest results emerge in the domain of sharing digital resources, where normative and legal aspects of professional practice remain largely unaddressed.</p><p>These discrepancies should not be interpreted as deficits but as typical developmental phases within professionalisation processes. Digital teaching competence thus does not develop linearly but rather as a&#xa0;dynamic interplay between implicit action and explicit reflection. The findings highlight the importance of learning environments that explicitly support this integration.</p>

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Digitale Professionalisierung im beruflichen Lehramt: Medienpädagogische Professionalität zwischen Disposition und Performanz

  • 期刊论文

  • 发表日期：

    2026年7月1日

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  • Sandra Bley,
  • Johanna Heindl

摘要

The digital transformation is fundamentally reshaping the requirements of vocational teacher education. Teachers are expected not only to master digital technologies but also to use them reflectively within the interplay of subject matter, pedagogy, and vocational relevance. However, it remains unclear how digital teaching competence develops at the intersection of reflection and action.

This study examines the development of media pedagogical professionalism among prospective vocational teachers in the fields of construction and wood technology. In a practice-based learning setting, students created digital teaching materials, documented their development processes in portfolios, and received external evaluations from experienced vocational school teachers. This design enables a systematic comparison of reflective dispositions and performative outcomes.

The findings reveal systematic discrepancies between reflective dispositions and performative outcomes. While the creation of digital resources is consistently strong and grounded in students’ prior vocational expertise, the selection of resources is more heterogeneous and often lacks explicit reflection. The weakest results emerge in the domain of sharing digital resources, where normative and legal aspects of professional practice remain largely unaddressed.

These discrepancies should not be interpreted as deficits but as typical developmental phases within professionalisation processes. Digital teaching competence thus does not develop linearly but rather as a dynamic interplay between implicit action and explicit reflection. The findings highlight the importance of learning environments that explicitly support this integration.