An examination of preservice classroom teachers’ perceived importance, self-efficacy beliefs, practices, and conceptions related to new literacies: a mixed design study

This research explores preservice classroom teachers’ perceived importance, self-efficacy beliefs, participation frequencies and conceptions related to new literacies. The research is framed using a dual-level theory of new literacies. The participants of the study consisted of 364 preservice teache...

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Bibliographic Details
Published inJournal of computing in higher education Vol. 36; no. 2; pp. 486 - 522
Main Authors Kocaarslan, Mustafa, Yamaç, Ahmet
Format Journal Article
LanguageEnglish
Published New York Springer US 01.08.2024
Springer Nature B.V
Subjects
Classrooms
Communication
Computer literacy
Digital literacy
Digital technology
E-books
Education
Educational Technology
Effectiveness
Elementary education
Higher Education
Information literacy
Internet
Learning and Instruction
Participation
Pedagogy
Perceptions
Preservice teachers
Principles
Printed materials
Reading comprehension
Self-efficacy
Teachers
Writing
New literacies
Social practices
Preservice classroom teachers
Online reading and writing
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Summary:This research explores preservice classroom teachers’ perceived importance, self-efficacy beliefs, participation frequencies and conceptions related to new literacies. The research is framed using a dual-level theory of new literacies. The participants of the study consisted of 364 preservice teachers studying in the department of primary education at two state universities in Turkey. The findings revealed that (i) while preservice teachers displayed high participation in new literacies requiring the consumption of information, they displayed low participation in information production activities; (ii) the importance preservice teachers attached to online or digital literacy activities and their self-efficacy beliefs significantly predicted their participation in these activities; (iii) preservice teachers’ conceptual understandings with regard to new literacies were compatible with their participation frequencies and perceived importance with regard to online or digital literacy activities. Some suggestions for preservice teachers’ skills, strategies, dispositions and practices related to new literacies are discussed.
ISSN:1042-1726
1867-1233
DOI:10.1007/s12528-023-09364-3