Abstract
Everywhere, teachers are complaining about deficits in their media-related skills. In North Rhine-Westphalia, a so-called "Portfolio Medien. Lehrerbildung" (Portfolio Media. Teacher Education) is currently being introduced in North Rhine-Westphalia to strengthen the acquisition of media pedagogical competence of student teachers and trainee teachers at all universities and study seminars. The portfolio builds on a differentiated understanding of media pedagogical competence. The underlying model of this qualification is presented below as an introduction. The model results in specific tasks for the individual phases of teacher training, which are the subject of the following section. If one knows the target qualification and the responsibilities for its training, the question arises as to which learning prerequisites the student teachers have for acquiring it. Therefore, central results of an empirical performance measurement accentuated by media education are presented as examples. Finally, conclusions are drawn for teaching and research in teacher training.
