Connected Teacher Education – CoTeach

CoTeach was an interdisciplinary project at the Julius-Maximilians-University Würzburg (JMU). It was funded by the German Federal Ministry of Education and Research (BMBF) as part of the Quality Initiative for Teacher Education with a focus on "Digitization in Teacher Education" and ran from April 2020 to December 2023.

The project focused on the systematic and interdisciplinary cooperation between educational science, subject didactics and subject disciplines for the development, design and evaluation of innovative learning contexts in teacher training courses. CoTeach comprised eight work packages, six of which addressed in an interdisciplinary constellation the development, implementation and evaluation of learning environments in teacher-training programmes using VR, AR and adaptive technologies.

Since a high degree of professionalism of the lecturers is a decisive prerequisite for this, an accompanying training and advisement concept for university teachers was designed in interdisciplinary cooperation between the Chair of School Pedagogy, the Chair of Human-Computer Interaction and the Chair of Didactics of Computer Science.

Prof. Dr. Silke Grafe

Chair of School Pedagogy
Oswald-Külpe-Weg 82

97074 Würzburg

Building: 82

Room: 03.014

Phone: +49 931 31-81535

Email: silke.grafe@uni-wuerzburg.de

Office Hours: by appointment

[Translate to Englisch:] Prof.in Dr. Silke Grafe

Kristina Förster

Teaching and Research Assistant and Doctoral Student

Chair of School Pedagogy
Oswald-Külpe-Weg 82

97074 Würzburg

Building: 82

Room: 03.018

Phone: +49 931 31-84538

Email: kristina.foerster@uni-wuerzburg.de

Office Hour: by appointment

Förster, K., & Grafe, S. (2023). Fostering Teacher Educators’ Media-Related Intercultural Competencies Using a Social VR Environment. Proceedings of SITE 2023 Conference, 2547-2557. https://www.learntechlib.org/p/221901/
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This study reports on the results of a case study within a Design-Based-Research project aimed at designing, implementing and evaluating a professional development concept to foster teacher educators’ media related intercultural competencies. A remote workshop using a Social VR environment was conducted with a convenience sample of 10 teacher educators. Data collected through a qualitative pre-posttest and a focus group was interpreted through qualitative content analysis. Findings validated the pedagogical concept and showed intercultural competence development in several domains as well as increased ability to evaluate potentials and risks related to interculturally focused teaching and learning with Social VR.
Foerster, K., Hein, R., Grafe, S., Latoschik, M. E., & Wienrich, C. (2021). Fostering Intercultural Competencies in Initial Teacher Education. Implementation of Educational Design Prototypes using a Social VR Environment. In T. Bastiaens (Ed.), Proceedings of Innovate Learning Summit 2021 (pp. 95-108). Association for the Advancement of Computing in Education (AACE). https://www.researchgate.net/publication/356192788_Fostering_Intercultural_Competencies_in_Initial_Teacher_Education_Implementation_of_Educational_Design_Prototypes_using_a_Social_VR_Environment
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The combination of globalization and digitalization emphasizes the importance of media-related and intercultural competencies of teacher educators and pre-service teachers. This article reports on the initial prototypical implementation of a pedagogical concept to foster such competencies of pre-service teachers. The proposed pedagogical concept utilizes a social VR framework since related work on the characteristics of VR indicate that this medium is particularly well suited for intercultural professional development processes. The development is integrated into a larger design-based-research approach that develops a theory-guided and empirically grounded professional development concept for teacher educators with a special focus on TETC 8. TETC provide a suitable competence framework capable of aligning both requirements for media-related as well as intercultural competencies. In an exploratory study with student teachers we designed...
Foerster, K., & Grafe, S. (2021). ICT-related Educational Competencies of Teacher Educators from an Intercultural Perspective. A Systematic Analysis of Competency Frameworks. In E. Langran & L. Archambault (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2021 (pp. 1586-1595). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/219321
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Both research and policy indicate the importance of considering ICT-related and intercultural competence development in education together. Teacher educators play a significant role in the development of these related competencies. The aim of this study is to analyze ICT-related competence frameworks addressing teacher educators, focusing on how they incorporate intercultural considerations. We analyze four internationally recognized models—Teacher Educator Technology Competencies (TETCs), DigCompEdu, Jisc Digital Capabilities, and Media Didactica—showing that with the TETCs important steps have been taken to integrate both discourses, while the other frameworks treat aspects related to culture as isolated phenomena. In TETC 8, the global dimension is represented by a specific competency, which is also differentiated into specific areas of competence. This offers a strong starting point for further international discourse...

Connected Teacher Education – CoTeach

Prof. Dr. Silke Grafe

Kristina Förster

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