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The EEdnaS study “Development and testing of digitally enriched science-related subject matter teaching in digital teaching-learning labs and university classrooms” aims to promote the professional competencies of prospective teachers that are needed for teaching science content in a world shaped by digitalization. To achieve this goal, university teaching units (seminars) that directly address cognitive components of a teacher’s professional competencies, which are important to teaching science content in primary school education, were developed. In addition, prospective teachers were asked to plan, implement, and evaluate primary school science education with a particular focus on digitization, as well as sharing the developed units as open-educational resources. This article reports on the impact of the first part of the seminar concept, in which the promotion of digitization-related, subject-specific teaching methodology, as well as content-related knowledge (TPaCK) was systematically promoted. In a standardized survey, it could be shown that the prospective teachers demonstrated positive developments, particularly in the components PCK, TCK, TPK, as well as TPaCK, regarding the self-efficacy in cognitive characteristics about one’s own ability within the reference frame of self. Furthermore, the development of knowledge, especially in the areas of TK, PCK, TCK, and TPK, could also be determined, but not in relation to TPaCK itself.

The racial dynamic between teachers and students in the United States is increasing. The population of racial minority students continues to grow while the teacher population stays predominantly White. Equity and inclusion, often the foreground in an educational setting, are now being undervalued when needed the most. This study examined and compared pre-service and in-service teachers' implicit attitudes toward racial minority students while also looking at their self-efficacy beliefs in teaching diverse classrooms. Participants included nine pre-service teachers from a four-year university and nine PreK-3 in-service teachers. All participants were from the Southeastern part of the United States. To test the hypothesis that pre-service teachers will have more negative implicit attitudes toward racial minority students, this study used an Implicit Association Test. Although the t-test result comparing both groups, pre-service teachers versus in-service teachers, showed insignificant differences, raw data from participants' Implicit Association Tests showed that more pre-service teachers showed a slight bias towards students from racial majority groups. Results support recommendations and implications for practitioners to better understand how biases may occur in classrooms and how pre-service teachers can be better prepared to teach in diverse classrooms. Keywords: implicit attitudes, implicit bias, racial dynamics, racial minority students, early childhood education

The aim of this study, which is part of a research project called LÄRK at the University of Kristianstad, is to further examine how a group of pre-service teachers reason about relational competence, as well as examining their opinions regarding the importance of relational competence in the teaching profession. Furthermore, the study aims to investigate whether the project has had some kind of long term impact on the students’ ideas with regards to their way of reasoning about their pedagogical practice in stimulated recall interviews and how their understanding of their own relational competence may have been influenced by the process. The results show that the students have the conviction that relational competence is of great importance to the teaching profession and that good relationships based on trust and confidence are fundamental to learning. The results that have emerged also indicate that the students developed increased knowledge of relational competence and what distinguishes a teacher with relational competence. It is suggested that the students find it easier to apply a more general theoretical understanding of relational competence rather than engaging in a self-reflective analysis of their behavior in the recorded film sequences from VFU. It is likely that the project’s three educational sessions did not generate sufficient progression for students to develop a glimpse of the competencies that underlie the definition of relational competence. Although such an assumption supports the idea that relational competence should be initiated in an early stage in teacher education, the result indicates that more research is needed on the competence and how it should be implemented in teacher education.

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