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When the COVID-19 pandemic began, face-to-face teacher education at TU Dresden had to be converted almost overnight into digital education. This digital turn had a particularly strong impact on the Lateral Entry Teacher Education Programme (LETE). The present study focuses on the subjective perceptions of successful learning and helpful support of elementary teacher-students from TU Dresden. It was the main purpose to consider the effect of online-education and adult-education on the pragmatism as a theoretical basis for learning by experience and developing. The results should help with realigned the TU Dresden LETE course concept and practices for future terms. Through a digital qualitative-quantitative questionnaire the data were collected. The lateral entrants’ responses were analyzed using a computer-assisted qualitative content analysis package. This identified learning points within four main themes: (web-based) learning resources, collaboration resources and support structures required by teacher-students and lecturers. Based on the present study, the initial conditions, perceptions and reported experiences of the lateral entrants involved, as well as the adaptations they faced, are outlined and considered.

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Primary School Teachers and the Digital Turn—an Evaluation Study with Lateral Entrants from the Teacher Training Programme of TU Dresden

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  • 出版模式：

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  • 发表日期：

    2025年

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  • Peggy Germer,
  • Dagmar Oertel,
  • Malte Krone

摘要

When the COVID-19 pandemic began, face-to-face teacher education at TU Dresden had to be converted almost overnight into digital education. This digital turn had a particularly strong impact on the Lateral Entry Teacher Education Programme (LETE). The present study focuses on the subjective perceptions of successful learning and helpful support of elementary teacher-students from TU Dresden. It was the main purpose to consider the effect of online-education and adult-education on the pragmatism as a theoretical basis for learning by experience and developing. The results should help with realigned the TU Dresden LETE course concept and practices for future terms. Through a digital qualitative-quantitative questionnaire the data were collected. The lateral entrants’ responses were analyzed using a computer-assisted qualitative content analysis package. This identified learning points within four main themes: (web-based) learning resources, collaboration resources and support structures required by teacher-students and lecturers. Based on the present study, the initial conditions, perceptions and reported experiences of the lateral entrants involved, as well as the adaptations they faced, are outlined and considered.