Abstract:
This study explores the professional development needs of primary school teachers in the area of digitally enhanced teaching. Combining a standardised online survey of primary school headteachers with follow-up qualitative interviews, this paper examines digital infrastructure, use of digital tools and attitudes towards teacher training courses. The findings reveal a generally positive assessment of digital equipment, varying levels of digital literacy among staff, and a strong preference for low-threshold, hands-on training formats. The study highlights the strategic role of universities in supporting regional professional development through evidence-based planning and training approaches tailored to different school contexts.
Über den Autor:
- Pascal Hohaus,
Dr. phil., Leibniz Universität Hannover und Technische Universität Braunschweig
