Abstract
Objectives: This research aimed to identify the reality of digital didactic competencies of preserve teachers in different Arab teacher education systems in the Arabian context. Method:The researchers followed the descriptive and analytical approach to identify the reality of preserve teachers’ mastery of digital didactic competencies. The research utilized a questionnaire that was validated and used for the purpose of the research; it consisted of five areas and 50 items. Participants of the research were 530 teachers from the Arabian educational contexts. Results and Discussion: Results of the research showed that three areas of digital competencies were reported to be Mid (AI for lesson planning 1.68, AI for classroom management 1.77, and AI for assessment of learning 1.82). Results also showed that AI for Conducting a Lesson (2.80) was reported to be High, while AI for Methodology (1.29) was reported to be low. Based on the obtained results, the study recommends integrating various digital competencies-oriented models in pre-service teacher education programs in the Arabian context. Research Implications: Extensive decisions related to curriculum reform and syllabus-oriented practices are recommended to fulfill the indulgence of pedagogical digital literacies in the Arabian educational contexts. Originality/Value: The study highlighted the need to integrate further pedagogical digital competencies components in pre-service teacher education programs due to the age requirements. Teacher education institutes in the Arab world place a greater emphasis on " digital pedagogy" than they did on imparting specific knowledge that students would eventually be expected to apply.
Published Version
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