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Category: Project

Description: To be able to promote student learning in digitally supported instruction, pre-service teachers need to acquire professional knowledge about the effective use of technology in the classroom during their studies (Lachner et al., 2021). Key facets of such professional knowledge are conceptualized in the widely used Technological Pedagogical Content Knowledge (TPACK) model (Koehler et al., 2013). For instance, the model emphasizes technological knowledge (i.e., knowledge of how to operate technology; TK) or technological pedagogical knowledge (i.e., knowledge of how to use technology in a way that promotes learning in the classroom; TPK). In particular, enhancing learning means that technology is used to organize cognitively activating instruction (Fütterer et al., 2022). Cognitively activating instruction as a quality feature of teaching is characterized, among other things, by the fact that students are encouraged to engage in depth with content and problems (Fauth & Leuders, 2018). Therefore, efforts are increasing at universities to promote such professional knowledge of student teachers (KMK, 2021). However, one challenge of such teaching formats at universities is to promote the knowledge in such a way that it is available as a basis for strategic action decisions in future professional everyday life. Therefore, it should be ensured that a theory-practice interlocking (i.e., the professional use of knowledge in teaching practice) succeeds. One promising approach is cross-phase collaborations from pre-service to in-service teachers (Kronsfoth, 2020). Basically, cross-phase means that teachers from different phases of teacher education come into contact with each other, thus bringing together different levels of expertise and thus different perspectives related to a common subject of learning. In the Cross-Phase Cooperation to Promote Teachers' Technological-Pedagogical Content Knowledge in Physics (CC-TPACK-P) project, we aim to use this concept to promote TPACK of physics pre-service teachers in a way that is both evidence-based and practice-oriented. Specific objectives are: - A pool of purposefully selected, available, and tested technology that enables the implementation of principles of cognitive activation in physics education. - An evidence-based and practice-oriented guide for addressing principles of cognitive activation in physics education when using technology. - Theoretically grounded and evidence-based, practice-oriented online self-study courses to promote TPACK for learning-enhancing use of technology in physics education for both pre-service and in-service teachers of physics. - Scientific evidence on the acceptance and effectiveness of online self