Lehrkräftefortbildungen im Kontext digitaler Medien: Welche Bedeutung haben digitalbezogene Fortbildungsthemen für selbsteingeschätzte digitale Kompetenzen und selbstberichtetes digital gestütztes Unterrichtshandeln?

Teacher training is significant for the further development of teachers’ professional competencies and for teaching quality. In the context of digital technology, studies point to the importance of training courses dealing with digital-related topics. Little is known, however, about whether teachers’ technology-enhanced instruction or digital competencies vary depending on the training attended. Against this background, the present study investigates relations between specific digital-related training topics, teachers’ digital competence-related beliefs, and technology-enhanced instructional quality. For this purpose, data from 219 teachers were analyzed from an online survey conducted at the beginning of 2023, in which they reported which training courses on digital-related topics they had attended. Cross-sectional path models have been run in Mplus, which illustrate that teachers reported higher digital competencies and frequently used digital technology for cognitive activation and constructive support when they reported attending digital-related training topics that combined technological and pedagogical content. In addition, indirect effects were used to show that teachers’ digital competence-related beliefs mediated the relations between trainings on “active media work,” “computer-based student support,” and “subject-specific instructional development with digital media” and technology-enhanced instructional quality. Practical implications for teacher training in the area of digital technology are derived from the present results.