Medienpädagogische Deutungsmuster von Lehrkräften

Digitalization as an societal transformation process poses a variety of challenges for schools. Corresponding expectations formulated by science and education policy address teachers as probably the most important actors. Based on the theoretical and empirical state of research on media pedagogical aims and activities in schools, this grounded theory study examines media pedagogical patterns of interpretation and teachers' perceptions of their own role. The theoretical condensations and references to the current state of research point to conclusions about the needs for further research and the professionalization of teachers in media education.