Multidisciplinary digital competencies of pre-service vocational teachers

Abstract Developments of Industry 4.0 require a set multidisciplinary digital competencies for future vocational teachers, consisting specific knowledge, motivational aspects, cognitive abilities and skills to fulfill the demands digitally interconnected work situations. The competence model that is adapted from scenarios apprentices in includes attitudes towards digitization handling devices, information literacy, application security standards, virtual collaboration, problem solving as well demonstration reflective judgment one’s actions an environment. Structural equation modeling was used assess N = 205 pre-service teachers between 18 35 years age. findings indicate relationship proposed dimensions, measured through external- self-assessments validate structure competencies. However, attitude can predict self-efficacy relevant Multidisciplinary Digital Competencies but not actual achievement external assessed scenario. Nevertheless, this study confirms self-assessed qualitative-assessed test. Fit indices show acceptable conception, reliability construct validity were confirmed. Findings suggest standards are important, whereas ability solve problems seems have weak relation general teachers.