Improving the Digital Teaching Competence for Pre-service Teachers by Intelligent Technology:The Role of Expectancy-value Beliefs
With the rapid development of artificial intelligence technology,the digital transformation of education has become an inevitable trend.How to integrate intelligent technology with the training of pre-service teachers has become the key to the revitalization plan of teacher education in the new era.In order to explore the influencing factors and development path of digital teaching competence for pre-service teachers supported by intelligent technology,based on the theory of situational expected value,this study took 567 pre-service teachers as the research objects,and adopted questionnaire survey method to explore the role of environmental support and expectancy-value beliefs(self-efficacy and perceived usefulness)in cultivating digital teaching competence for pre-service teachers supported by intelligent technology.The results show that perceived usefulness plays a mediating role in the effect of environmental support on autonomous learning and information-based teaching supported by intelligent technology,and self-efficacy plays a mediating role in the effect of environmental support on independent learning supported by intelligent technology.In addition,different levels of environmental support and expectancy-value beliefs can be classified into three groups:high,medium,and low,and pre-service teachers with high environment support and expectancy-value beliefs group show better intelligent technology support of independent learning and information teaching behavior willingness.Based on this,the research analyzes the internal causes of the formation of this mechanism and proposes relevant suggestions from three aspects:simulating realistic scenarios,optimizing curriculum systems,and developing collaborative mechanisms,aiming to provide guidance for improving digital teaching competence for pre-service teachers in practice.
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