{"title":"移动学习动机在职前教师数字素养与职前教师身份认同关系中的中介作用","authors":"Ayşe Eliüşük Bülbül, Serap Yılmaz Özelçi","doi":"10.1007/s10639-024-12868-9","DOIUrl":null,"url":null,"abstract":"<p>This study is significant as it seeks to establish the connection between the digital literacy levels of pre-service teachers and their teacher identities while also examining the mediating role of mobile learning in this relationship. Additionally, it explores the impact of pre-service teachers’ digital literacy and learning motivations on their professional success. This study’s findings can potentially transform the way we prepare pre-service teachers, emphasizing the critical role of digital literacy and mobile learning in their professional growth. The research was conducted meticulously using relational scanning, a method that allows for exploring relationships between variables, and Process macro analysis, a statistical technique for examining complex relationships. Data were collected using the Mobile Learning Motivation Scale (MLMS), Early Teacher Identity Scale (ETIM), and Digital Literacy Scale (DLS). Three hundred forty-four pre-service teachers participated in the study, ensuring a robust dataset. The study revealed several key findings. Firstly, a positive correlation exists between pre-service teachers’ digital literacy levels, teacher identities, and mobile learning. Secondly, an increase in digital literacy levels positively impacted teacher identity. Thirdly, mobile learning was identified as a mediator in the relationship between digital literacy and teacher identity. These findings underscore the potential of mobile learning to enhance the development of teacher identity and digital literacy, highlighting the importance of incorporating these skills into the pre-professional training of teachers.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":4.8000,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The mediating role of mobile learning motivation in the relationship between pre-service teachers’ digital literacy and pre-service teacher identity\",\"authors\":\"Ayşe Eliüşük Bülbül, Serap Yılmaz Özelçi\",\"doi\":\"10.1007/s10639-024-12868-9\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>This study is significant as it seeks to establish the connection between the digital literacy levels of pre-service teachers and their teacher identities while also examining the mediating role of mobile learning in this relationship. Additionally, it explores the impact of pre-service teachers’ digital literacy and learning motivations on their professional success. This study’s findings can potentially transform the way we prepare pre-service teachers, emphasizing the critical role of digital literacy and mobile learning in their professional growth. The research was conducted meticulously using relational scanning, a method that allows for exploring relationships between variables, and Process macro analysis, a statistical technique for examining complex relationships. Data were collected using the Mobile Learning Motivation Scale (MLMS), Early Teacher Identity Scale (ETIM), and Digital Literacy Scale (DLS). Three hundred forty-four pre-service teachers participated in the study, ensuring a robust dataset. The study revealed several key findings. Firstly, a positive correlation exists between pre-service teachers’ digital literacy levels, teacher identities, and mobile learning. Secondly, an increase in digital literacy levels positively impacted teacher identity. Thirdly, mobile learning was identified as a mediator in the relationship between digital literacy and teacher identity. These findings underscore the potential of mobile learning to enhance the development of teacher identity and digital literacy, highlighting the importance of incorporating these skills into the pre-professional training of teachers.</p>\",\"PeriodicalId\":51494,\"journal\":{\"name\":\"Education and Information Technologies\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.8000,\"publicationDate\":\"2024-07-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Education and Information Technologies\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s10639-024-12868-9\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and Information Technologies","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10639-024-12868-9","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The mediating role of mobile learning motivation in the relationship between pre-service teachers’ digital literacy and pre-service teacher identity
This study is significant as it seeks to establish the connection between the digital literacy levels of pre-service teachers and their teacher identities while also examining the mediating role of mobile learning in this relationship. Additionally, it explores the impact of pre-service teachers’ digital literacy and learning motivations on their professional success. This study’s findings can potentially transform the way we prepare pre-service teachers, emphasizing the critical role of digital literacy and mobile learning in their professional growth. The research was conducted meticulously using relational scanning, a method that allows for exploring relationships between variables, and Process macro analysis, a statistical technique for examining complex relationships. Data were collected using the Mobile Learning Motivation Scale (MLMS), Early Teacher Identity Scale (ETIM), and Digital Literacy Scale (DLS). Three hundred forty-four pre-service teachers participated in the study, ensuring a robust dataset. The study revealed several key findings. Firstly, a positive correlation exists between pre-service teachers’ digital literacy levels, teacher identities, and mobile learning. Secondly, an increase in digital literacy levels positively impacted teacher identity. Thirdly, mobile learning was identified as a mediator in the relationship between digital literacy and teacher identity. These findings underscore the potential of mobile learning to enhance the development of teacher identity and digital literacy, highlighting the importance of incorporating these skills into the pre-professional training of teachers.
期刊介绍:
The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments.
The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.