Digital Learning Environment Values of Pre-Service Teachers as a Basis for Successful Professional Self-Realisation: A Case Study

Olga Yakovleva

doi:10.3390/educsci12020120

Abstract

The paper analyses the value mindsets of pre-service teachers in terms of the digital learning environment (DLE). DLE is considered to be both a system of new tools and methods for teaching activity and a prospective educational eco-system for learning. The DLE value model is based on a psychodidactic approach, which concerns three main constructs—digital content values, communication values, and management values. The research involved 200 pre-service teachers who were asked to complete a questionnaire, evaluating 27 DLE values and opportunities. The results show that pre-service teachers value digital learning content but are not sufficiently ready for its creation; they develop tolerance in communication yet do not have enough skills to show empathy; they appreciate independence in learning management and still need training in professional digital self-presentation. Consequently, professional training and especially internships for pre-service teachers should include a synthesis of traditional (face-to-face) and virtual communication and interaction with children to facilitate mastering an expanded set of competencies for successful professional self-realisation. The findings can be beneficial in terms of e-learning practices, DLE design, and the organisation of internships.

Highlights

The category of the VUCA-world that first appeared at the end of the 20th century [1] fully manifested itself in the COVID-19 pandemic
The findings showed that elementary school teachers rate these aspects higher and teacher motivation is largely predicted by school values and teacher autonomy
From the position of the digital content consumer, which is reflected in the awareness of the relevant values

Summary

Introduction

The category of the VUCA-world (volatility, uncertainty, complexity, and ambiguity) that first appeared at the end of the 20th century [1] fully manifested itself in the COVID-19 pandemic. One of the challenges is the new formats of future teachers’ internships in the digital learning environment (DLE) [6]. DLE can serve as a means for modeling professional activities [7], as a platform for peer support [8], and as a facility for expanding experience through observation [9]. According to the higher educational standards for teacher education in Russia, practical experience in schools and internships take up a significant part of the academic load from the first year of the bachelor’s degree study. During the lockdown and distance learning period of 2020–2021, students of Herzen University had a pedagogical internship in blended formats, including new online practices such as online center “MegaHerz”, organizing a youth camp during school vacations; thematic webinars for children and parents, online consultations, etc

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Conclusion