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<p>The following article systematically discusses questions, discourses and requirements relating to the professionalization of teachers in media education. In an overview of historical developments it first points out and criticizes the fact that in the context of digitization there is a&#xa0;focus on individual professional models and a&#xa0;functionalist narrowing of education policy and teacher training. Against this background, we would like to make a&#xa0;theoretical contribution to the need for professionalization in media education for the teaching profession, which goes beyond the instrumental provisions of competence-oriented frameworks. The aim is to frame the points of reference already established in the past in media and school education professional thinking from a&#xa0;general educational perspective and thus to justify the requirement for professionalization.</p><p>This article focuses on the question of what validity issues media in a&#xa0;digitally transformed society entail for the teaching profession. We will argue that these consist of client-oriented and “altruistic” generational care and responsibility. This shift toward generationality is necessary in view of the opportunities and dangers of digital school and extracurricular environments, which shape the identity formation and educational biographies of young people today. We argue that the socialization function of schools as caring educational institutions and mediators between society and the individual should be (re)appreciated in terms of professional theory. Consequently, media education professionalism is expanded to include a&#xa0;caring and reflective attitude that takes into account both the vulnerabilities of digital socialization and the increased paradoxes of educational action.</p>

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Medienpädagogische Professionalisierung und Professionalität von Lehrkräften – Diskurse, Bedarfe und Perspektiven

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月19日

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  • Sven Thiersch,
  • Christian Reintjes,
  • Till-Sebastian Idel,
  • Grit im Brahm,
  • Dorthe Behrens

摘要

The following article systematically discusses questions, discourses and requirements relating to the professionalization of teachers in media education. In an overview of historical developments it first points out and criticizes the fact that in the context of digitization there is a focus on individual professional models and a functionalist narrowing of education policy and teacher training. Against this background, we would like to make a theoretical contribution to the need for professionalization in media education for the teaching profession, which goes beyond the instrumental provisions of competence-oriented frameworks. The aim is to frame the points of reference already established in the past in media and school education professional thinking from a general educational perspective and thus to justify the requirement for professionalization.

This article focuses on the question of what validity issues media in a digitally transformed society entail for the teaching profession. We will argue that these consist of client-oriented and “altruistic” generational care and responsibility. This shift toward generationality is necessary in view of the opportunities and dangers of digital school and extracurricular environments, which shape the identity formation and educational biographies of young people today. We argue that the socialization function of schools as caring educational institutions and mediators between society and the individual should be (re)appreciated in terms of professional theory. Consequently, media education professionalism is expanded to include a caring and reflective attitude that takes into account both the vulnerabilities of digital socialization and the increased paradoxes of educational action.