Investigating U.S. and German pre-service teachers’ beliefs regarding digital technology

IF 1.6 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Compare-A Journal of Comparative and International Education Pub Date : 2023-10-17 DOI:10.1080/03057925.2023.2268518

Julian Küsel, Florence Martin, Silvija Markic, Erik Jon Byker, Drew Polly

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引用次数: 0

Abstract

ABSTRACTBased on different educational policies around the world, pre-service teachers are expected to use digital technology in their future teaching in school. However, to do this successfully, they need knowledge, skills and appropriate beliefs regarding utilising digital technology in learning scenarios. Thus, this study explores pre-service teachers’ beliefs regarding current digital technologies in their learning and future teaching. 232 pre-service teachers from Germany and the US participated in the comparative study and responded to the Digital Technologies Survey. The results show that overall pre-service teachers’ beliefs regarding digital technology in learning and teaching are on a moderate level. However, significant differences were seen between pre-service teachers from Germany and the US. For US pre-service teachers, digital technology seems more important and helpful for their current learning and future teaching than for German pre-service teachers. The same can be seen for self-assessed competence. The results and further implications are discussed.KEYWORDS: Beliefsdigitisation of educationICT enhanced teaching and learninghigher educationtechnology in education and training Disclosure statementNo potential conflict of interest was reported by the author(s).

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调查美国和德国职前教师对数字技术的看法

摘要基于世界各国教育政策的不同，人们期望职前教师在未来的学校教学中使用数字技术。然而，要成功做到这一点，他们需要在学习场景中使用数字技术的知识、技能和适当的信念。因此，本研究探讨职前教师对当前数位科技在其学习和未来教学中的看法。来自德国和美国的232名职前教师参与了比较研究，并对数字技术调查进行了回应。结果表明，职前教师对数字技术在学习和教学中的信念总体处于中等水平。然而，德国和美国的职前教师之间存在显著差异。对于美国的职前教师来说，数字技术对他们目前的学习和未来的教学似乎比德国的职前教师更重要，更有帮助。自我评估能力也是如此。讨论了研究结果和进一步的意义。关键词:信念;教育数字化;信息通信技术强化教学;高等教育;教育培训技术披露声明作者未报告潜在的利益冲突。

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来源期刊

Compare-A Journal of Comparative and International Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.50

自引率

5.60%

发文量

期刊介绍： Comparative and international studies in education enjoy new popularity. They illuminate the effects of globalisation and post-structural thinking on learning for professional and personal lives. Compare publishes such research as it relates to educational development and change in different parts of the world. It seeks analyses of educational discourse, policy and practice across disciplines, and their implications for teaching, learning and management. The editors welcome papers which reflect on practice from early childhood to the end of adult life, review processes of comparative and international enquiry and report on empirical studies. All papers should include a comparative dimension.