Wie gestresst sind Lehramtsstudierende im Kontext der Umstellung auf digitale Lehre?

Due to the Covid-19-pandemic, the 2020 summer semester was prepared as a purely digital semester throughout Germany. This ad-hoc transition led to several challenges for educators and students. Teacher students who tend to be skeptical about digital media on the one hand, and who, on the other hand are especially confronted with media didactical and pedagogical issues during their studies are a sample of high interest. Hence, this study addresses the perception of stress of teacher students with respect to digitaliza¬tion of academic education in summer semester 2020. Different requirements on the student side, such as media literacy and factors related to the switch to digital teaching, such as lower social relatedness, are taken into account. Findings of the current longitudinal study with N = 51 teacher students at one university show a significant increase in perception of stress during the digital semester. Results also underpin the importance of social relatedness for the experience and development of stress of teacher students. Even though the small sample leads to limitations, the study opens up important scientific insights relating to perception of stress of teacher students in the specific situation of remote studying that can also be usefull for further approaches in digitalization of teacher education.