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Media educational professionalization in teacher education: a critical synthesis of current policy frameworks, competency models, and instruments Medienpädagogische Professionalisierung in der Lehrer:innenbildung – eine kritische Zusammenschau aktueller bildungspolitischer Rahmungen, Kompetenzmodelle und Instrumente

Stephan M, Raudonat K, Bärnreuther C, Stiller J, Knaus T, Wolf KD (2026)

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Publication Type: Journal article

Publication year: 2026

Journal

DOI: 10.1007/s35834-026-00568-y

Abstract

This article provides a critical synthesis of the current policy frameworks, competency models, and instruments that aim to promote media educational professionalization in teacher education within German-speaking contexts. It considers the challenges posed by mediatization, digitalization, and the growing use of artificial intelligence (AI) and examines the underlying conceptions of professionalization. From a professional, theory-informed perspective, media educational professionalization is understood as a biographical developmental process characterized by reflective, case-based action within structural tensions—so-called antinomies. In contrast, policy frameworks, competency models, and related instruments tend to promote standardized, competency-based approaches that focus primarily on knowledge and skills. Against the backdrop of current socio-technical dynamics, these approaches create tensions that the article seeks to highlight. The synthesis encompasses nine key reference frameworks, including TPACK, DPACK, DigCompEdu, the PoMMeL matrix, and the Frankfurt Triangle. We examine these frameworks with regard to their genesis, objectives, scope, target groups, theoretical grounding, and empirical support or normative orientation. The findings indicate that many of these frameworks are designed with a normative and standardization orientation and therefore only partially account for biographical trajectories and context-sensitive interpretive practices—while simultaneously fulfilling important orientational functions for university-based teacher education. The article draws particular attention to the empirical basis of many models, their consideration of different school types, phases of professionalization, subject-specific teaching methods, and multiprofessional collaboration. The article concludes by advocating for a profession-sensitive approach to media education that recognizes existing frameworks as tools for reflection and supplements them with contextualized, case-based examples to promote sustainable media educational professionalism for teachers.

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How to cite

APA:

Stephan, M., Raudonat, K., Bärnreuther, C., Stiller, J., Knaus, T., & Wolf, K.D. (2026). Media educational professionalization in teacher education: a critical synthesis of current policy frameworks, competency models, and instruments Medienpädagogische Professionalisierung in der Lehrer:innenbildung – eine kritische Zusammenschau aktueller bildungspolitischer Rahmungen, Kompetenzmodelle und Instrumente. Zeitschrift für Bildungsforschung. https://doi.org/10.1007/s35834-026-00568-y

MLA:

Stephan, Melanie, et al. "Media educational professionalization in teacher education: a critical synthesis of current policy frameworks, competency models, and instruments Medienpädagogische Professionalisierung in der Lehrer:innenbildung – eine kritische Zusammenschau aktueller bildungspolitischer Rahmungen, Kompetenzmodelle und Instrumente." Zeitschrift für Bildungsforschung (2026).

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