Factors Influencing Pre-Service Natural Science Teachers’ Competence in Using Digital Learning Resources: The Mediating Role of Personal Readiness
Tóm tắt
This study examines factors associated with pre-service Natural Science teachers’ competence in using digital learning resources (DLRC) and tests the mediating role of personal readiness. A cross-sectional survey of 330 pre-service teachers was analyzed using partial least squares structural equation modeling. Pedagogical support showed the strongest direct relationship with DLRC (β = 0.384, p < 0.001), followed by personal readiness (β = 0.308, p < 0.001) and technological support (β = 0.231, p < 0.001). Pedagogical support, technological support, and the digital environment and policies were positively associated with personal readiness. Significant indirect effects through readiness were observed for pedagogical support (β = 0.102), technological support (β = 0.097), and the digital environment and policies (β = 0.057). The model explained 33.6% of the variance in personal readiness and 49.6% in DLRC. The findings identified DLRC as a resource-focused component of professional digital competence and suggest that pedagogical design, accessible technology, institutional conditions, and teacher students’ readiness should be developed in coordination.
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Tài liệu tham khảo
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