In the age of digitalization, Digital and Media Literacy (DML) has gained increasing attention in European compulsory education, blending insights and experiences from the media education and digital literacy domains. Teacher education, starting from pre-service education, is central for the actual integration of DML education in classroom practice. This article discusses the case study of a two-credit introductory course to DML education for pre-service pre-primary and primary school teachers in Switzerland. The course, partially co-designed with its participants, intentionally explored many topics (as opposed to the in-depth analysis of a few) and focused on hands-on experimentation and reflection. The data collected with a pre/post survey and follow-up interviews offer insights on the evolution of pre-service teachers’ approach to DML, on their perceived role as teachers in this domain, on self-efficacy, and on potential enablers and obstacles to implementing DML activities in class. The case study suggests that, despite the limited space in the curriculum and resources available, even a short course can make a difference and enable teachers to integrate DML in their profession.

中文翻译：

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职前教师教育中的数字和媒体素养

在数字化时代，数字和媒体素养 (DML) 在欧洲义务教育中受到越来越多的关注，融合了媒体教育和数字素养领域的见解和经验。教师教育从职前教育开始，是将 DML 教育实际融入课堂实践的核心。本文讨论了针对瑞士职前学前和​​小学教师的 DML 教育两学分入门课程的案例研究。该课程部分与其参与者共同设计，有意探索了许多主题（而不是对少数主题进行深入分析），并侧重于动手实验和反思。通过前/后调查和后续访谈收集的数据提供了关于职前教师 DML 方法演变的见解，关于他们在该领域作为教师的认知角色、自我效能以及在课堂上实施 DML 活动的潜在推动因素和障碍。案例研究表明，尽管可用的课程和资源空间有限，但即使是短期课程也能发挥作用，使教师能够将 DML 融入他们的职业。