Development and Validation of a Scale of Competency of Digital Age Teaching (SCoDAT) for Preservice Teachers

What is it about?

The purpose of this study is to describe the development and validation process of a Scale of Competency of Digital Age Teaching (SCoDAT). The scale is intended to diagnose preservice teachers’ self-efficacy in integrating digital technologies in lesson planning, implementation, and reflection. Initial competency items were created based on literature review and prior qualitative inquiry, and were reviewed by a group of experts consisting of general and content-specific teacher education faculty members. After multiple rounds of expert reviews, a total of 21 items were developed, composed of 4 areas: lesson planning, lesson actions, student assessment, and lesson reflection. After Cronbach’s alpha and G6 values were examined for internal consistency, a second-order, four-factor Confirmatory Factor Analysis (CFA) model was fitted and evaluated with chi-square goodness-of-fit statistics and fit indices. Overall, the scale and its subscales demonstrate good internal consistency and construct validity. The SCoDAT could serve as both a formative and summative assessment for teacher educators and as a self-assessment for preservice teachers, enabling them to diagnose their professional competence in digitally equipped classrooms.

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