SELFIEfor(STUDENT)TEACHERS?. A Mixed-Methods Study on the Suitability and Validity of the Self-Reflection Tool for Teachers-to-be.
Seyferth-Zapf C, Bärnreuther C, Stephan M, Ehmann M, Seyferth-Zapf M (2024)
Publication Type: Journal article, Review article
Publication year: 2024
Journal
Book Volume: 7
Pages Range: 7-33
Journal Issue: 3
DOI: 10.31757/euer.732
Open Access Link: https://eu-er.com/download/selfieforstudentteachers-a-mixed-methods-study-on-the-suitability-and-validity-of-the-14898.pdf
Abstract
This paper presents a study focusing on the feasibility and validity of the SELFIEforTEACHERS self-assessment tool for student teachers, addressing three research questions. Using a mixed methods approach with a convergent parallel design. The study provides insights into quantitative and qualitative aspects of the self-assessment of student teachers' digital competences. Firstly, it is analyzed how student teachers assess their own media-related digital competences using SELFIEforTEACHERS. Secondly, uttered thought processes from student teachers were examined when using the self-assessment tool. Finally, the extent to which SELFIEforTEACHERS is suitable for the self-assessment of digital competences of student teachers was considered. The study was conducted at two German universities offering teacher training programmes to ensure a comprehensive survey of the target group. In the quantitative part, the SELFIEforTEACHERS instrument was used, comprising 32 items reflecting different digital competences based on the DigCompEdu framework. An overall sample of n = 127 student teachers who had completed more than three semesters of their studies was surveyed. Additionally, thoughts about the instrument were collected from the participants using the thinking aloud method (nthink = 9). The data analysis revealed that, on average, student teachers assign themselves at competence level B1. However, the validity of this assessment raises questions, particularly regarding the assumption of equidistant competence levels and their relevance for student teachers. The qualitative results revealed that student teachers encountered challenges using the self-assessment tool, including problems with the terminology used and the hierarchical structure of the competence levels. The integration of qualitative and quantitative data provided partial validation of the results and enabled a comprehensive discussion of the suitability of SELFIEforTEACHERS for student teachers' self- assessment of digital competences. The study concludes with recommendations for refining the self-assessment tool to better
meet the needs of student teachers and increase its validity in the context of teacher education.
Authors with CRIS profile
Cindy Bärnreuther
Lehrstuhl für Pädagogik mit dem Schwerpunkt Medienpädagogik
Melanie Stephan
Lehrstuhl für Schulpädagogik mit dem Schwerpunkt empirische Unterrichtsforschung
Involved external institutions
Germany (DE)How to cite
APA:
Seyferth-Zapf, C., Bärnreuther, C., Stephan, M., Ehmann, M., & Seyferth-Zapf, M. (2024). SELFIEfor(STUDENT)TEACHERS?. A Mixed-Methods Study on the Suitability and Validity of the Self-Reflection Tool for Teachers-to-be. The European Educational Researcher, 7(3), 7-33. https://doi.org/10.31757/euer.732
MLA:
Seyferth-Zapf, Christian, et al. "SELFIEfor(STUDENT)TEACHERS?. A Mixed-Methods Study on the Suitability and Validity of the Self-Reflection Tool for Teachers-to-be." The European Educational Researcher 7.3 (2024): 7-33.
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