The Current Status and Improvement Path of Digital Teaching Competence of Normal University Students in the Eastern, Western, and Northern Regions of Guangdong

DOI: https://doi.org/10.62517/jnse.202517605

Author(s)

Yuying Ou, Jinping Wen, Xun Murong*

Affiliation(s)

School of Education Science, Zhaoqing University, Zhaoqing, Guangdong, China *Corresponding Author

Abstract

In the context of the rapid development of digital technology, digital transformation has become a necessary path. As the core reserve force for the future teaching workforce, the digital literacy level of teacher education students directly impacts the implementation quality of digital practices in basic education. This study investigated the current status of digital teaching competencies among 300 teacher education students in Guangdong Province through questionnaire surveys. Results indicate: (1) Overall digital literacy levels are above average; (2) Internal imbalances exist across different dimensions, with grade-level differences showing a pattern of “initial increase followed by stabilization,” highlighting significant disparities in digital teaching competencies among students of different grades; (3) Issues exist across five key dimensions of digital teaching competencies: awareness of digital teaching, digital teaching design, and digital teaching implementation, digital teaching evaluation and reflection, and digital teaching ethics. Based on these findings, this study proposes cultivation strategies to align pre-service teachers' digital teaching competencies with the digital demands of basic education, which aims to contribute talent development to the national strategy for educational digitization.

Keywords

Eastern Western and Northern Guangdong Regions; Pre-Service Teachers; Digital Teaching Competencies; Current Status of Competencies; Cultivation Paths

References

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