scholarly journals The relationships between early childhood teachers’ digital literacy, technology self-efficacy, and attitude toward digital storytelling

2016 ◽  
Vol 19 (1) ◽  
pp. 199-226
Author(s):  
Chang-Woo Nam ◽  
Young-Hee Park
Keyword(s):  
Early Childhood ◽  
Digital Literacy ◽  
Self Efficacy ◽  
Digital Storytelling ◽  
Early Childhood Teachers

scholarly journals Field Experiences, Mentoring, and Preservice Early Childhood Teachers’ Science Teaching Self-Efficacy Beliefs

2021 ◽  
pp. 518-534
Author(s):  
Ahmet Simsar ◽  
Ithel Jones
Keyword(s):  
Preservice Teachers ◽  
Early Childhood ◽  
Science Teaching ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Quantitative Research ◽  
Teacher Education Program ◽  
Early Childhood Teachers ◽  
Efficacy Beliefs ◽  
Mentor Teachers

In this study relationships between preservice early childhood teachers’ self-efficacy beliefs and their mentor teachers’ mentoring were examined. Quantitative research method was used in the study by the using multivariate data collections. The Science Teaching Efficacy Belief Instrument (STEBI) was administered to 96 pre-service teachers and mentor teachers. Time spent teaching and observing science was recorded also recorded by participants by the using time trackers. The Mentoring for Effective Science Teaching (MEST) instrument measured perceptions of the teachers’ mentoring activities, including modeling and feedback. Correlational analyses estimated the relationship between the preservice and mentor teachers’ self-efficacy beliefs, beliefs and time spent teaching, and beliefs and modeling and feedback. The findings suggest that mentor teachers play an important role in the preparation of preservice teachers, and that this role is particularly true for those mentors with higher science teaching self-efficacy beliefs. It also showed that how teaching practices have significant roles while preparing future teachers. For teacher education program could be pay attention to teaching practices while giving a decision for choosing mentor teachers. For future researchers may also look at the different sections of mentoring practices and their impacts on preservice teacher’s teaching skills.

scholarly journals Investigating Pre-Service Early Childhood Education Teachers’ Technological Pedagogical Content Knowledge (TPACK) Competencies Regarding Digital Literacy Skills and Their Technology Attitudes and Usage

2019 ◽  
Vol 8 (1) ◽  
pp. 249 ◽  
Author(s):  
Dilek Altun
Keyword(s):  
Early Childhood ◽  
Technology Integration ◽  
Digital Literacy ◽  
Early Childhood Teachers ◽  
Literacy Skills ◽  
Comprehension Strategies ◽  
Online Reading ◽  
Reading Comprehension Strategies ◽  
Integration Of Technology ◽  
Online Reading Comprehension

The integration of technology into education is a substantial issue for supporting and updating teachers’ professional development in today’s world and bringing up digitally literate generations and well-educated human capital. Studies have shown that technology integration in education is a complex and multidimensional issue. TPACK transcends the triad of core knowledge types and comprises the basis for the effective integration of technology into teaching. Therefore, the present study sought to understand the contribution of the technology attitudes and usage, digital literacy skills, and online reading comprehension strategies in pre-service early childhood teachers’ TPACK competencies. The participants in the study were 481 voluntary pre-service early childhood teachers (female=398, male=83). The data were collected as a cross-sectional survey. The study findings revealed that pre-service teachers’ TPACK competencies are associated with their technology attitude and usage, digital literacy skills, and online reading comprehension strategies, as well as that the variables explained 38% of the variance. However, pre-service teachers’ grade level and GPA are not related to their self-reported TPACK competencies. These findings can be seen as signals of the necessity for theoretical knowledge and practice to be developed in pre-service teachers’ technology integration in education.

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