Publications

• Halsch, A., & Grafe, S. (2026). Refinement and Evaluation of a Pedagogical Concept to Foster Preservice Teachers’ Media Education Competence Focusing on Diversity. In Proceedings of EdMedia 2026 Edinburgh (pp. 1620-1631). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/2129801/
  • [ Abstract ]
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  Media- and diversity-related developments in society call on future teachers to acquire media education competence focusing on diversity to address these challenges in school practice. Against this backdrop, this fourth study of a design-based research project further refines and empirically evaluates a pedagogical concept for initial teacher education to foster preservice teachers’ media education competence focusing on diversity. The refined concept was implemented at a German university. Competence standard-based pre- and post-tests and media education lesson designs in assessment portfolios from a convenience sample of 36 preservice teachers were analyzed. Findings indicate increased competence standard- and diversity-oriented task solutions concerning the significance of media use, media education approaches, and media education lesson designs. Analysis of the portfolios reveals predominantly action- and diversity-oriented descriptions and reflections of lesson plans, with diversity being integrated primarily into lesson content and reflections. Implications for future research and practice in initial teacher education are discussed.

• Halsch, A., & Grafe, S. (2025). Fostering Media Education Competence Focusing on Diversity: An Action-Oriented Pedagogical Concept for Initial Teacher Education. Medienimpulse, 63(3), 1-44. https://doi.org/https://doi.org/10.21243/mi-03-25-17
  • [ Abstract ]
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  Societal processes in mediatization and diversity increase demands on initial teacher education, requiring preservice teachers to develop media education competence focusing on diversity. In the third iteration of a design-based research study, an action-oriented pedagogical concept was further developed and implemented at a German university. This study analyzes competence standard-based pre-post-task solutions from 43 preservice teachers and their semester-accompanying portfolios on selected media education content areas in lesson designs. Results of the pre-post assessment indicate participants’ improvements in outlining the significance of media use and its consequences, describing media education approaches, and reflecting on own lesson designs in a more action- and diversity-oriented manner. The analysis of preservice teachers’ portfolios shows that media influences and design characteristics of media messages were particularly considered in the lesson designs, integrating diversity regarding e.g. media representation or the formation of recipients’ perceptions. Implications for theory and practice of initial teacher education are discussed.
• Halsch, A., Tiede, J., & Grafe, S. (2025). Learning to Teach About Media Focusing on Diversity. Development and Evaluation of a Pedagogical Concept for Initial Teacher Education. In J. Cohen (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 226-235). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/226010/
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  In order to address the increasing demands surrounding media and diversity in school practice, it is essential to provide adequate preparation in initial teacher education. In this design-based research study, an action-oriented pedagogical concept to foster preservice teachers’ media education competence focusing on diversity was further developed and implemented as a semester-long course at a German university. To analyze how preservice teachers addressed media education competence standards before and after the course and lesson components in their own lesson designs, qualitative data were collected from a convenience sample of 28 preservice teachers through standard-oriented tasks and portfolio assignments. The task analysis revealed a significant increase in the characterization of theoretical approaches and the evaluation of own lesson designs. The portfolio analysis indicated that diversity was particularly considered regarding learning prerequisites, lesson content, and framework conditions. Subsequently, implications for further research and practice were discussed.

• Halsch, A., Tiede, J., & Grafe, S. (2024). Fostering Media Education Competence of Preservice Teachers Focusing on Diversity. In J. Cohen & G. Solano (Eds.), Society for Information Technology & Teacher Education International Conference 2024 (pp. 17-25). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/223996/
  • [ Abstract ]
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  Teachers need to foster their students’ media competencies while acknowledging diversity. Hence, there exists a research desideratum concerning the advancement of respective competencies in initial teacher education. In this study, an action-oriented pedagogical concept of higher education was developed based on existing theory to support preservice teachers’ media education competence focusing on diversity. Empirically, dimensions of diversity considered by preservice teachers while developing media education lesson designs were evaluated. The convenience sample included 28 preservice teachers from a German university. Data were collected in the form of student portfolios and analyzed. The results showed that preservice teachers referred to different dimensions of diversity and prioritized various foci: in particular, interests/recreational habits, age, and mental/physical abilities. They addressed these attributes with regard to digital media. Subsequently, conclusions were drawn regarding the development of an action-oriented pedagogical concept of higher education and a respective outlook concerning research and practice in initial teacher education was presented.