Bärnreuther C, Penthin M (2026)
Publication Language: English
Publication Status: Submitted
Publication Type: Journal article, Original article
Future Publication Type: Journal article
Publication year: 2026
Book Volume: 9
Pages Range: 5-37
Journal Issue: 2
DOI: 10.31757/euer.922
Open Access Link: https://eu-er.com/article/self-assessments-of-professional-knowledge-in-digital-media-use-attitudes-and-emotions-of-primary-18763
This study examines motivational orientations, individual prerequisites, and perceived support needs as key factors. It investigates how these factors are associated with prospective primary school teachers’ self-assessments of their professional knowledge related to digital media use. The sample consists of N = 569 prospective teachers, including participants from both the first phase of teacher education (n = 216) and the second phase (n = 353). Using structural equation modelling, the study analyses three dimensions: confidence in media use, pedagogical relevance and perceived need for support. The analyses focus on three groups of predictors: motivational orientations (including attitudes and emotional factors), perceived support needs, and individual prerequisites. The analysis highlights emotional-motivational orientations as decisive predictors: anxiety reduces confidence, while enthusiasm fosters perceived relevance and reduces support needs. In addition, socio-demographic and biographical characteristics such as age, sex and prior media experiences contribute to differences in competence self-assessments. Although effect sizes are small, targeted qualification offerings – especially with a media pedagogical focus – prove effective in enhancing knowledge and lowering emotional barriers. These findings add differentiated evidence suggesting that teacher education should go beyond technical training by systematically and reflectively integrating media pedagogy into curricula. Emotion-sensitive, practice-oriented formats that address prior experiences are crucial to prepare future teachers for the challenges of digital transformation.
APA:
Bärnreuther, C., & Penthin, M. (2026). Self-Assessments of Professional Knowledge in Digital Media Use: Factors Influencing Primary School Teachers in Teacher Training. The European Educational Researcher, 9(2), 5-37. https://doi.org/10.31757/euer.922
MLA:
Bärnreuther, Cindy, and Marcus Penthin. "Self-Assessments of Professional Knowledge in Digital Media Use: Factors Influencing Primary School Teachers in Teacher Training." The European Educational Researcher 9.2 (2026): 5-37.
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