Correction: Hirsch and Rubach (2024). Exploring the Interplay Between Teaching Strategies and Digital Competencies Beliefs Among Pre-Service Teachers: A Longitudinal Study. Education Sciences, 14(12), 1342

There was an error in the original publication (Hirsch & Rubach, 2024). The response scale of TPK and TPACK was incorrectly described as “1 = not competent at all to 7 = highly competent”. The correct response scale is “1 = strongly disagree to 7 = strongly agree”. This error occurred in the descriptions of both scales. A correction has been made to Section 3.2 Instruments, Paragraphs 3 and 4:

Technological Pedagogical Knowledge (TPK). To examine the development of pre-service teachers’ self-perceived TPK [61,62], the participants responded to four items at the beginning and the end of the semester on a Likert-scale from 1 = strongly disagree to 7 = strongly agree. One item (TPK04) was excluded from the analysis due to poor model fit. The scales showed good reliability (0.88 ≤ Ω ≤ 0.89).

Technological Pedagogical Content Knowledge (TPACK). To examine the development of pre-service teachers’ self-perceived TPACK [61,62], the participants responded to four items at the beginning and the end of the semester on a Likert-scale from 1 = strongly disagree to 7 = strongly agree. The scales showed good reliability (0.91 ≤ Ω ≤ 0.94). The items assessed students’ self-perceived TPK and TPACK and relate to their competence beliefs in solving a particular task, and are thus theoretically guided by the expectancy-value theory [63].

The authors state that the scientific conclusions are unaffected. This correction was approved by the Academic Editor. The original publication has also been updated.