Investigation of Prospective Preschool Teachers' Digital Literacy and Teacher Readiness Levels
Investigation of Prospective Preschool Teachers' Digital Literacy and Teacher Readiness Levels
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未来幼儿教师的数字素养和教师准备水平调查
DOI：
10.51383/ijonmes.2021.90
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Sema Öngören
中科院分区：
文献类型：
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作者：
Sema Öngören
本研究旨在探讨未来幼儿教师数位素养与教学准备程度之间的关系。本研究采用定量研究方法之一的相关调查模型。该研究的样本包括2020-2021学年期间在土耳其四所国立大学学习第三和第四年的349名准幼儿教师。采用“数字素养量表”收集未来幼儿教师的数字素养水平数据，采用“教学准备量表”收集未来幼儿教师的教学准备数据。采用SPSS 22统计软件进行统计分析。作为数据分析的结果，可以确定，未来的幼儿教师的数字素养和教学准备水平很高，他们的数字素养和教学准备水平并不因性别或年级变量而异。结果显示，未来教师的数字素养和教学准备水平之间存在适度的正相关关系。
The aim of this study is to examine the relationship between prospective preschool teachers' digital literacy and teaching readiness levels. The research was conducted with the correlational survey model, one of the quantitative research methods. The sample of the study consisted of 349 prospective preschool teachers studying in third and fourth year in four state universities in Turkey during the academic year 2020-2021. Data on digital literacy levels of prospective preschool teachers were collected with the "Digital Literacy Scale", and data on their readiness to teach were collected with the "Teaching Readiness Scale". The data were analyzed with the SPSS 22 software program. As a result of the analysis of the data, it was determined that prospective preschool teachers' digital literacy and teaching readiness levels were high, and that their levels of digital literacy and teaching readiness did not differ according to gender or grade level variables. It was revealed that there was a moderate, positive relationship between the digital literacy and teaching readiness levels of prospective teachers.