Perspectives on Digital Translating and Reviewing in Digital Writing Practices: Insights from Pre-Service Teachers

Erman Uzun

Makale detayları

Perspectives on Digital Translating and Reviewing in Digital Writing Practices: Insights from Pre-Service Teachers

Yazarlar:

Erman Uzun

Yayıncı:

Ataturk University

Ana Başlıklar:

Instructional Technologies | Teacher Education and Professional Development of Educators | Development of Media and Communication Education and Programs | Educational Technology and Computing

Dergi:

Educational Academic Research Issue 58, pp.12-28

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001354528

pISSN:

2822-3535

Anahtar kelimeler:

Özet:

 Digital transformation has fundamentally reshaped writing practices in teacher education. Digital writing turns to be a core competency necessary for effective communication in educational settings. Mastery of digital writing practices empowers pre-service teachers to navigate and leverage digital tools, enhancing both teaching quality and student engagement. However, pre-service teachers face significant challenges in developing essential digital writing skills. Based on data collected through digital writing scale and semi-structured interviews, this mixed method study examines the perspectives of pre-service teachers in Mersin University regarding digital writing including its components, namely digital translating and digital reviewing. Through an Explanatory Mixed Method approach, this study integrates quantitative data from 118 participants and qualitative insights from 10 interviews with representatives, showing how demographic factors, academic fields of study, and systemic gaps impact teachers digital writing skills. The study employed both quantitative analyses using Mann-Whitney U and Kruskal-Wallis H tests for demographic comparisons, and qualitative contextual analysis of interview data. The findings revealed significant differences in digital writing perspectives across academic departments, while other demographic variables showed no significant impact. Qualitative analysis identified the need for discipline-specific workshops, integration of practical tasks, improved access to resources, supporting peer collaboration and faculty mentorship, and supporting continuous professional development to support teacher educator programs. These findings contribute to digital transformation by understanding how teacher education programs can better prepare pre-service teachers for digital writing in their future classrooms.

 Digital transformation has fundamentally reshaped writing practices in teacher education. Digital writing turns to be a core competency necessary for effective communication in educational settings. Mastery of digital writing practices empowers pre-service teachers to navigate and leverage digital tools, enhancing both teaching quality and student engagement. However, pre-service teachers face significant challenges in developing essential digital writing skills. Based on data collected through digital writing scale and semi-structured interviews, this mixed method study examines the perspectives of pre-service teachers in Mersin University regarding digital writing including its components, namely digital translating and digital reviewing. Through an Explanatory Mixed Method approach, this study integrates quantitative data from 118 participants and qualitative insights from 10 interviews with representatives, showing how demographic factors, academic fields of study, and systemic gaps impact teachers digital writing skills. The study employed both quantitative analyses using Mann-Whitney U and Kruskal-Wallis H tests for demographic comparisons, and qualitative contextual analysis of interview data. The findings revealed significant differences in digital writing perspectives across academic departments, while other demographic variables showed no significant impact. Qualitative analysis identified the need for discipline-specific workshops, integration of practical tasks, improved access to resources, supporting peer collaboration and faculty mentorship, and supporting continuous professional development to support teacher educator programs. These findings contribute to digital transformation by understanding how teacher education programs can better prepare pre-service teachers for digital writing in their future classrooms.

 Digital transformation has fundamentally reshaped writing practices in teacher education. Digital writing turns to be a core competency necessary for effective communication in educational settings. Mastery of digital writing practices empowers pre-service teachers to navigate and leverage digital tools, enhancing both teaching quality and student engagement. However, pre-service teachers face significant challenges in developing essential digital writing skills. Based on data collected through digital writing scale and semi-structured interviews, this mixed method study examines the perspectives of pre-service teachers in Mersin University regarding digital writing including its components, namely digital translating and digital reviewing. Through an Explanatory Mixed Method approach, this study integrates quantitative data from 118 participants and qualitative insights from 10 interviews with representatives, showing how demographic factors, academic fields of study, and systemic gaps impact teachers digital writing skills. The study employed both quantitative analyses using Mann-Whitney U and Kruskal-Wallis H tests for demographic comparisons, and qualitative contextual analysis of interview data. The findings revealed significant differences in digital writing perspectives across academic departments, while other demographic variables showed no significant impact. Qualitative analysis identified the need for discipline-specific workshops, integration of practical tasks, improved access to resources, supporting peer collaboration and faculty mentorship, and supporting continuous professional development to support teacher educator programs. These findings contribute to digital transformation by understanding how teacher education programs can better prepare pre-service teachers for digital writing in their future classrooms.

 Dijital dönüşüm, öğretmen eğitimindeki yazma uygulamalarını temelden yeniden şekillendirmiştir. Dijital yazma, eğitim ortamlarında etkili iletişim için gerekli temel bir yeterlilik haline gelmiştir. Dijital yazma becerilerine hakim olmak, öğretmen adaylarına dijital araçları kullanabilme ve bunlardan faydalanabilme yetkinliği kazandırarak öğretim kalitesini ve öğrenci katılımını artırmaktadır. Bununla birlikte, öğretmen adayları temel dijital yazma becerilerini geliştirmede önemli zorluklarla karşılaşmaktadır. Dijital Yazma Ölçeği ve yarı yapılandırılmış görüşmeler yoluyla elde edilen verilere dayanan bu karma yöntemli araştırma, dijital yazmanın bileşenleri olan dijital çeviri digital translating ve dijital inceleme digital reviewing süreçlerini kapsayacak şekilde, Mersin Üniversitesi öğretmen adaylarının dijital yazma becerilerine yönelik bakış açılarını incelemektedir. Açımlayıcı Karma Yöntem yaklaşımıyla gerçekleştirilen çalışma, 118 katılımcıdan elde edilen nicel veriler ile 10 öğretmen adayıyla yapılan görüşmelerden sağlanan nitel verileri birleştirerek demografik faktörler, akademik çalışma alanları ve sistematik eksikliklerin öğretmenlerin dijital yazma becerilerini nasıl etkilediğini ortaya koymaktadır. Araştırmada demografik karşılaştırmalar için Mann-Whitney U ve Kruskal-Wallis H testleriyle nicel analizler; görüşme verilerinin bağlamsal analizi ile ise nitel analizler uygulanmıştır. Bulgular, dijital yazmaya yönelik bakış açılarının akademik bölümler arasında anlamlı farklılık gösterdiğini, ancak diğer demografik değişkenlerin anlamlı bir etkisinin olmadığını ortaya çıkarmıştır. Nitel analiz sonuçları ise branşa özgü atölye çalışmaları, uygulamaya yönelik görevlerin entegrasyonu, kaynaklara erişimin iyileştirilmesi, akran iş birliğinin ve öğretim elemanı rehberliğinin desteklenmesi ile sürekli mesleki gelişimin teşvik edilmesi gibi ihtiyaçları vurgulamaktadır. Bu bulgular, öğretmen eğitimi programlarının geleceğin sınıflarında dijital yazma konusunda öğretmen adaylarını daha etkin biçimde hazırlamasına yönelik dijital dönüşümün daha iyi anlaşılmasına katkı sağlamaktadır.

Makale detayları

Perspectives on Digital Translating and Reviewing in Digital Writing Practices: Insights from Pre-Service Teachers

Yazarlar:

Erman Uzun

Yayıncı:

Ataturk University

Ana Başlıklar:

Instructional Technologies | Teacher Education and Professional Development of Educators | Development of Media and Communication Education and Programs | Educational Technology and Computing

Dergi:

Educational Academic Research Issue 58, pp.12-28

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001354528

pISSN:

2822-3535

Digital writing

Digital translating

Digital reviewing

Pre-service teacher education

Digital transformationDijital yazma

Dijital çeviri

Dijital inceleme

Öğretmen adayı eğitimi

Dijital dönüşüm

Sayı

Makale detayları

Yazarlar: Erman Uzun

Yayıncı: Ataturk University

Ana Başlıklar: Instructional Technologies | Teacher Education and Professional Development of Educators | Development of Media and Communication Education and Programs | Educational Technology and Computing

Dergi: Educational Academic Research Issue 58, pp.12-28

Belge Tipi: Makale

Yayın Tarihi: 8/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001354528

pISSN: 2822-3535

Sayı

Yazarlar:

Erman Uzun

Yayıncı:

Ataturk University

Ana Başlıklar:

Instructional Technologies | Teacher Education and Professional Development of Educators | Development of Media and Communication Education and Programs | Educational Technology and Computing

Dergi:

Educational Academic Research Issue 58, pp.12-28

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001354528

pISSN:

2822-3535