@phdthesis{Ripka2023,
  author    = {Ripka, Gabriela},
  title     = {Promoting Pre-Service Teachers' TPACK Development in Social Virtual Reality - Practice- and Theory-Oriented Development and Evaluation of a Pedagogical Concept for Initial Teacher Education},
  doi       = {10.25972/OPUS-31291},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-312913},
  school      = {Universit{\"a}t W{\"u}rzburg},
  year      = {2023},
  abstract  = {The use of digital media by children and young people offers opportunities for communication, collaboration, and participation. However, to prepare them for the risks and challenges of media usage, promoting digital competencies of students and teachers is an indispensable goal for educational institutions. To meet this requirement, teacher education must be opened to innovative pedagogical concepts for initial teacher education that considers new technologies in a reflective, action-oriented way to promote competencies. Therefore, this work aims to promote the technological pedagogical content knowledge (TPACK) of prospective teachers that enables the purposeful integration of social virtual reality (social VR) into the classroom. Consequently, a pedagogical concept is developed and evaluated in an iterative research and development process following the design- based research approach (DBR) through four consecutive studies. The first study involved an analysis of the requirements of teachers and students for the effective use of social VR in the classroom. The second study examined how prospective teachers perceive teaching and learning activities within two theory-driven scenarios in social VR. The third study investigated the development of Technological Pedagogical Content Knowledge (TPACK) among students in social VR compared to video-based communication. Finally, the fourth study measured the development of TPACK in social VR using epistemic network analysis, finding that social VR can be an effective tool for teacher education, emphasizing the importance of authentic contexts and practical experiences for effective teaching in social VR. In the concluding chapter, appropriate implications for teacher education research and practice are derived from findings. For example, that a deeper understanding of TPACK as metacognitive awareness could enhance teacher education for media integration. It also highlights the need for digital literacy in seminars that address new technologies, emphasizing the importance of considering moral values and sustainability when using VR.},
  subject      = {Medienp{\"a}dagogik},
  language  = {en}
}