Critical Evaluation of Online Sources Used for Lesson Preparation by Teacher Trainees

As digital media becomes more significant for lesson preparation, the use of high-quality, credible online information is crucial, especially for teachers as educators. This study examines the critical evaluation of Internet sources and information among teacher trainees in their placement year after university graduation. To gain an in-depth understanding of the teacher trainees’ use of online media while preparing lesson plans, we examine both log data (e.g., time stamps and activity logs) and performance data (written lesson plans) during a digital performance assessment with unrestricted Internet access. We analyze the credibility and suitability of online sources teacher trainees have used for teaching. We also explore the search and information evaluation processes of teacher trainees. Based on a multi-methods approach, this study provides a qualitative insight into the specifics and deficits of teacher trainees’ actual use of online media. From this, the practical implications in terms of targeted support in online media use in teacher education and training are derived.