哪些因素促进了中国英语职前教师数字素养的发展？SEM和NCA方法的结合

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-09-25 DOI:10.1016/j.tate.2025.105227

Suhe Ji , Ke Li

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引用次数: 0

摘要

本研究采用结构方程模型和必要条件分析相结合的两阶段研究方法，探索不同情境下影响职前教师数字素养自评发展的因素。结果表明，自我评估的初始数字素养和数字技术依赖对自我评估的数字素养的发展具有决定性的影响。而学校课程设置并没有产生明显的效果，教学实习对数字素养自我评估的发展效果有限。研究结果突出了职前教师数字素养的动态发展特征，并表明加强教师信念对教师教育至关重要。

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What factors promote Chinese English preservice teachers’ development of digital literacy of teachers? A combination of SEM and NCA approaches

This research explored factors in diverse contexts which affected preservice teachers’ development of self-assessed digital literacy of teachers through two-phase research by utilizing structural equation modeling and necessary condition analysis. The results showed self-assessed initial digital literacy and digital technology dependence had decisive effects on the development of self-assessed digital literacy. While the school curriculum failed to bring out significant effects, and teaching practicum had a limited effect on the development of self-assessed digital literacy. The findings highlight the dynamic developmental characteristic of preservice teachers’ digital literacy and suggest that enhancing teacher beliefs is essential for teacher education.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.