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Confirmation of Candidature : Rob Cantle

Digital Literacies self-efficacy of Pre-service Teachers at transitioning stage immediately prior to graduation
When
28 APR 2022
9.00 AM - 10.30 AM
Where
Online via Zoom

Australian secondary school students are falling behind international standards and expectations regarding 21st Century skills, in particular digital literacies, resulting in a significant negative effect on Australia’s future digital problem-solving, creative, and innovative workforce. Being digitally literate and having self-efficacy in the cognitive processing abilities, that include digital skills, understandings, and knowledge are important when using digital technologies. Digital literacies self-efficacy, for the purposes of this research, enables one to make effective decisions in the use of digital technologies in an education context.

Despite repeated competency recommendations for teacher education programs to address the digital literacies of future teachers, there are gaps in evaluating the effect that teacher education programs are now having on future teachers¿ self-efficacy for digital literacies. A teacher’s confidence and self-beliefs for digital literacies directly impacts embedding digital technologies tools, curriculum, and developing student digital literacies. This research will investigate pre-service teachers¿ self-efficacy for digital literacies and their preparedness to guide 21st-century learners among the next cohort of teachers in Australia. These pre-service teachers are in their final semester of teacher education study as they transition to becoming graduate teachers. Data will indicate the level of transitioning pre-service teachers¿ (PST¿s) self-efficacy in areas of digital literacies.

This quantitative, deductive study will analyse personal perception questions to investigate how the transitioning to graduation pre-service teachers see themselves as future influencers of students' digital literacies, based on their digital literacies self-efficacy. Data will be collected by utilising a 5-point Likert scaled Digital Literacies self-efficacy survey designed to inform assessment of nationally and internationally recognised digital literacies self-efficacy, by comparing data within the specific categories and across all digital literacies. Inferential statistics will be used to test for key differences between groups based on characteristics such as gender, study patterns, and across the distinctive digital literacies. It is proposed that the results of this investigation will inform further intervention projects and development within teacher education programs.