Digital literacy competence, digital literacy practices and teacher identity among pre-service teachers

Shuting ZHANG, Ming Yue Michell Gu, Wang SUN, Tan JIN

Research output: Contribution to journalArticlespeer-review

Abstract

This study investigated how different dimensions of digital literacy (DL) competence were related to digital literacy practices in teaching and teacher identity. Survey data were collected from 910 pre-service teachers in China. Structural equation modelling (SEM) was conducted to analyse the data. Findings indicated that among the five dimensions of DL competence, three were significant positive predictors of digital practices in teaching, including information and information literacy, communication and collaboration, and security. In addition, digital literacy practices significantly and positively predicted teacher identity and mediated the effect of DL competence on teacher identity. The study suggests the significance of enhancing DL competence and integrating digital technology as pedagogical tools to help pre-service teachers bridge the gap between their personal use of technology and teacher identity in relation to digital literacy. Copyright © 2023 Informa UK Limited, trading as Taylor & Francis Group.

Original languageEnglish
JournalJournal of Education for Teaching
Early online dateNov 2023
DOIs
Publication statusE-pub ahead of print - Nov 2023

Citation

Zhang, S., Gu, M. M., Sun, W., & Jin, T. (2023). Digital literacy competence, digital literacy practices and teacher identity among pre-service teachers. Journal of Education for Teaching. Advance online publication. https://doi.org/10.1080/02607476.2023.2283426

Keywords

  • Digital literacy competence
  • Digital practices
  • Teacher identity
  • Pre-service teachers

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