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Exploring factors influencing pre-service teacher’s digital teaching competence and the mediating effects of data literacy: empirical evidence from China

Author

Listed:
  • Juan Chu

    (Hangzhou Normal University)

  • Ruyi Lin

    (Hangzhou Normal University)

  • Zihan Qin

    (Hangzhou Normal University)

  • Ruining Chen

    (Hangzhou Normal University)

  • Ligao Lou

    (Hangzhou Normal University)

  • Junfeng Yang

    (Hangzhou Normal University)

Abstract

The development of pre-service teachers’ digital teaching competence is crucial for effectively infusing technology into teaching. With the growing importance of data in education, it is imperative to explore the influencing factors of digital teaching competence and the potential role of data literacy in facilitating competence. Thus, this study focused on investigating the factors influencing pre-service teachers’ digital teaching competence, namely technology attitudes, technology operations, technology ethics, and data literacy. Additionally, it examined the potential effect of data literacy on digital teaching competence. The study involved 244 Chinese pre-service teachers, and a Structural Equation Model (SEM) was created using SPSS and SmartPLS for analysis. The findings highlighted that technology attitudes, technology ethics, and data literacy directly influenced pre-service teachers’ digital teaching competence. Data literacy fully mediated the relationship between technology operations and digital teaching competence, and partially mediated the relationships between technology attitudes and digital teaching competence, as well as between technology ethics and digital teaching competence. Moreover, technology ethics acted as a partial mediator between technology attitudes and both digital teaching competence and data literacy. These results indicated that fostering positive technology attitudes, technology operations, and technology ethics could enhance pre-service teachers’ data literacy and improve their digital teaching competence.

Suggested Citation

  • Juan Chu & Ruyi Lin & Zihan Qin & Ruining Chen & Ligao Lou & Junfeng Yang, 2023. "Exploring factors influencing pre-service teacher’s digital teaching competence and the mediating effects of data literacy: empirical evidence from China," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-11, December.
    • Handle: RePEc:pal:palcom:v:10:y:2023:i:1:d:10.1057_s41599-023-02016-y
    DOI: 10.1057/s41599-023-02016-y
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    References listed on IDEAS

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    1. Liliana Mâță & Otilia Clipa & Katerina Tzafilkou, 2020. "The Development and Validation of a Scale to Measure University Teachers’ Attitude towards Ethical Use of Information Technology for a Sustainable Education," Sustainability, MDPI, vol. 12(15), pages 1-20, August.
    2. Lee Cronbach, 1951. "Coefficient alpha and the internal structure of tests," Psychometrika, Springer;The Psychometric Society, vol. 16(3), pages 297-334, September.
    3. Yu Zhao & Ana María Pinto Llorente & María Cruz Sánchez Gómez & Liping Zhao, 2021. "The Impact of Gender and Years of Teaching Experience on College Teachers’ Digital Competence: An Empirical Study on Teachers in Gansu Agricultural University," Sustainability, MDPI, vol. 13(8), pages 1-14, April.
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    1. Ákos Jarjabka & Norbert Sipos & Gabriella Kuráth, 2024. "Quo vadis higher education? Post-pandemic success digital competencies of the higher educators – a Hungarian university case and actions," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-11, December.

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