Digital-inclusive transformation and teacher preparedness for foreign language education. A bilateral German-Norwegian perspective.

Autor/inn/en	Chilla, Solveig; Doetjes, Gerard; Vogt, Karin; Abed Ibrahim, Lina; Tsagari, Dina
Titel	Digital-inclusive transformation and teacher preparedness for foreign language education. A bilateral German-Norwegian perspective. Paralleltitel: Digitalnoinkluzivna transformacija in pripravljenost uciteljev za poucevanje tujih jezikov - dvostranska nemsko-norveska perspektiva.
Quelle	In: CEPS journal, 15 (2025) 1, S. 83-124Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1855-9719; 2232-2647
DOI	10.25656/01:35095 10.26529/cepsj.1690
URN	urn:nbn:de:0111-pedocs-350959
Schlagwörter	Einstellung (Psychologie); Digitale Medien; Medieneinsatz; Lehrerbildung; Fremdsprachenlernen; Fremdsprachenunterricht; Digitalisierung; Technologie; Empirische Untersuchung; Inklusion; Deutschland; Norwegen
Abstract	Digitalisation and inclusion can be understood as transversal topics in pre- and in-service teachers' professional development. Both topics have attracted considerable research activity. However, questions of digital-inclusive transformation have only rarely been discussed within the field of foreign language teaching. Researchers in the field state a pressing need to increase digital-inclusive transformation uptake in foreign language teacher education programmes to develop a transformation 'mindset' in (educational) stakeholders and (future) teachers. Transformation processes in education, however, interact with preparedness for digitalisation and inclusion among pre- and in-service teachers, since the attitude and the willingness of teachers to adapt to digital reality play a decisive role in improving the quality of (digitally enhanced) teaching and learning. Currently, little is known about the interrelationship between the preparedness to use digital technology for foreign language teaching and learning and the preparedness to include foreign language learners with diverse learning needs (DLN) in the digital-inclusive classroom. To this end, this bilateral cross-country study investigates factors that constitute an attitudinal component of foreign language teachers' perceived preparedness for using digital technology with learners with diverse learning needs in Germany and Norway. The Teacher of English Preparedness to Diverse Learning Needs in the digital inclusive classroom questionnaire was administered to 221 participants. The results show a fresh perspective on preparedness for digitally enhanced inclusive teaching linked to educational system requirements for foreign language teaching. Importantly, confidence when using digital technology in the inclusive classroom is decisive. For teacher education, it is vital that the attitudinal component of teacher preparedness receives more attention throughout teacher training. It should be related to previous experience of teachers with DT in digital-inclusive environments and be part of a heuristic conceptualisation of teacher preparedness for digitalinclusive contexts. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3