Abstract Schools are playing an increasingly important role regarding media education. To support pupils in their media socialisation, teachers should acquire media-pedagogical competence early on. This article takes a closer look at media-pedagogical professionalisation in higher education in Germany and France, as they differ regarding their education systems and approaches to teacher professionalisation. To investigate how pre-service teachers are educated in media pedagogy and to identify associated competences and values, an explorative qualitative research approach based on guided interviews and document analysis was adopted. The systematic analysis of official documents, such as the strategy of the Standing Conference of the Ministers of Education and Cultural Affairs ‘Education in the digital world’ and the decree on professional competences in teaching by the French Ministry of Education, provides insight into the institutional definition of media education in both countries and its associated competence frameworks. 20 expert interviews then provide a deeper understanding of the implementation of media pedagogy within the first phase of teacher education, which sometimes contradicts the principles stated in official documents. The results highlight differences between Germany and France, especially in their approach to values, as well as aligning practices. In France, the “Values of the Republic” play a central role, whereas in Germany, the idea of prescribing values is abandoned. In both cases, active teaching-learning methods are favoured over traditional pedagogy. The overall aim for pre-service teachers is to act as learning guides through working on their media-pedagogical attitude and reflecting on their practices as part of their professionalisation.
Buddensiek et al. (Thu,) studied this question.
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