معرفی
Frederick Johnson serves as a Researcher at the University of Trier within the Faculty of Educational Sciences, Department of Educational Sciences III. He currently works as a Research Associate for the LeBi: DireKT project under Prof. Dr. Christoph Schneider at the Chair of Diagnostics, Differentiation, Integration, and Counseling, with office located in room DM 039.
Johnson's research program centers on digitalization-related attitudes and skills in educational contexts, motivation in learning environments, and the relationship between meaning of life and educational outcomes. His work particularly examines how teacher training students develop digital competencies throughout their academic programs, with significant focus on longitudinal development patterns and the impact of emergency remote education during the pandemic. His methodological approach combines quantitative assessment techniques with longitudinal analysis to track developmental trajectories in educational contexts.
Johnson maintains an active publication record with numerous journal articles and conference presentations through 2024. His recent work analyzes the effectiveness of interventions for developing DigCompEdu competencies, the divergent development of digitalization-related attitudes and competencies in teacher education, and technology commitment profiles among pre-service teachers. His research often employs the TRIGIKOM'MON framework for monitoring digital competencies in teacher education.
Johnson frequently presents at major educational conferences including the European Conference on Educational Research (ECER) and conferences of the German Society for Empirical Educational Research. His collaborations include researchers such as J. Koßmann, C. Schneider, and L. Müller, with whom he investigates the complex relationship between self-assessed competencies and objectively measured skills in teacher candidates, particularly regarding TPACK (Technological Pedagogical Content Knowledge).
