Pre-Service Teachers' Views on Their Digital Competence Levels

Fatih Kana & Deniz Binzet

doi:https://doi.org/

Original article | International Journal of Language and Education Research 2024, Vol. 6(2) 82-104

Pre-Service Teachers' Views on Their Digital Competence Levels

Fatih Kana & Deniz Binzet

pp. 82 - 104 | Manu. Number: MANU-2407-16-0003

Published online: August 30, 2024 | Number of Views: 9 | Number of Download: 22

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Abstract

The aim of this study is to determine the views of prospective Turkish teachers about their digital competence levels. Case study, one of the qualitative research designs, was used in the study. The study group of the research consists of Turkish language teacher candidates studying at a university in western Turkey. The data of the study were collected through the "Forms" internet application of the "Google" company with a semi-structured observation form. Descriptive analysis technique was used on the collected data. In the study, according to the responses of the prospective Turkish teachers about their digital competencies, it was understood that they saw themselves as low level competent. They interpreted the most important reason for this as the faculty of education not supporting them in the field of digital technology. In this context, it is suggested that studies should be conducted on how education faculties should draw a road map to support their students in the technological field.

Keywords: Digital age, digital competence, pre-service teachers.

How to Cite this Article?

APA 6th edition
Kana, F. & Binzet, D. (2024). Pre-Service Teachers' Views on Their Digital Competence Levels . International Journal of Language and Education Research, 6(2), 82-104.

Harvard
Kana, F. and Binzet, D. (2024). Pre-Service Teachers' Views on Their Digital Competence Levels . International Journal of Language and Education Research, 6(2), pp. 82-104.

Chicago 16th edition
Kana, Fatih and Deniz Binzet (2024). "Pre-Service Teachers' Views on Their Digital Competence Levels ". International Journal of Language and Education Research 6 (2):82-104.

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