Typing instruction: Teachers’ professional competence and instructional practices
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Autor:innen
Autor:in (Körperschaft)
Publikationsdatum
03.06.2026
Typ der Arbeit
Studiengang
Typ
06 - Präsentation
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Themenheft
DOI der Originalpublikation
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Zugehörige Forschungsdaten
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Reihennummer
Jahrgang / Band
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Seiten / Dauer
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Verlag / Herausgebende Institution
Verlagsort / Veranstaltungsort
Winterthur
Auflage
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Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
Typing is a fundamental skill for producing written texts and participating in digital communication. For these reasons, many countries have included typing in their curricula, thereby assigning schools an im-portant role in developing these skills (e.g., KMK, 2022). However, because the curricular integration often remains unspecific, typing is rarely taught systematically in schools (Pinet et al., 2025). In addition, there is a lack of basic training in teacher education. As a result, teachers feel inadequately prepared to teach typing (Donne, 2012). Research on the teachers’ professional competences in typing instruction is limited (Schüler & Lindauer, 2025).
The project TasDi (Didaktik des Tastaturschreibens und der Textverarbeitung) addresses this research gap: In one sub-study, the teachers’ knowledge, beliefs, and teaching practices were examined in order to derive implications for teacher training and the development of teaching materials. Expert interviews were conducted with 23 teachers involved in typing instruction in the German-speaking countries (Ger-many, Switzerland, Austria), including, for example, German and computer science teachers. The inter-views were semi-structured, audio-recorded, transcribed, and analyzed using content analysis (Kuckartz & Rädiker, 2024).
The presentation provides insight into selected findings on teachers’ prerequisites and teaching routines. The interviews show, for example, that teachers enter the profession via significantly different training paths. With regard to teaching practices, it becomes clear that typing instruction is not uniformly integrat-ed into specific subjects and that different approaches are used for guiding learners (e.g., collaborative vs. individual work). Further differences can be seen in the role of teachers when working with digital learning programs.
Donne, V. (2012). Keyboard Instruction for Students with a Disability. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 85(5), 201–206.
KMK. (2022). Bildungsstandards für das Fach Deutsch. Primarbereich i.d.F.v. 23.06.2022.
Kuckartz, U., & Rädiker, S. (2024). Qualitative Inhaltsanalyse. Methoden, Praxis, Umsetzung mit Soft-ware und künstlicher Intelligenz. Beltz Juventa.
Pinet, S., Zielinski, C., Alario, F.-X., & Longcamp, M. (2025). On the acquisition of typing skills without formal training by school-aged children. Reading and Writing.
Schüler, L., & Lindauer, N. (2025). Die Rolle der Lehrperson im (digitalen) Tastaturschreibunterricht. In L. Schüler & N. Lindauer (Hrsg.), Didaktik des Tastaturschreibens (S. 147–182). Ruhr-Universität Bochum.
Schlagwörter
Fachgebiet (DDC)
Veranstaltung
SIG Writing 2026
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
02.06.2026
Enddatum der Konferenz
04.06.2026
Datum der letzten Prüfung
ISBN
ISSN
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Ja
Zukunftsfelder FHNW
Publikationsstatus
Begutachtung
peer-reviewed
Open Access-Status
Lizenz
Zitation
Lindauer, N. (2026, June 3). Typing instruction: Teachers’ professional competence and instructional practices. SIG Writing 2026. https://irf.fhnw.ch/handle/11645/57181