Relationship between Professionalism Levels and Pedagogical Digital Competences of Pre-Service Elementary School Teachers

Abstract

The main objective of this study is to define the relationship between preservice elementary school teachers’ professionalism levels and competences of using/creating digital pedagogical tools. In line with this objective, the research was carried out using descriptive and relational survey model from quantitative research methods. Sample of the research is formed of 3rd and 4th grade preservice teachers studying classroom teaching in the 2019-2020 educational year. Descriptive and relational survey model was used, and instant measurement with sectioning method was preferred during the research. “Preservice Teachers’ Professionalism Scale” consisting of four sub-dimensions, and “Preservice Teachers’ Pedagogical Digital Competence Scale” consisting of three sub-dimensions were used as data collection tool. For the data collected within this period, SPSS 20 package software, Simple Linear Regression Analysis and Pearson Product-Moment Correlation Analysis were used. With the collected data at the end of the process, preservice elementary school teachers’ professionalism levels and competences of using/creating digital pedagogical tools were also analyzed in terms of variables such as gender, class level, age, time of computer and internet use. As a result, it was concluded that preservice elementary school teachers’ pedagogical digital competences are meaningful predictors of their profssionalism levels.