Okul öncesi öğretmen adaylarının uzaktan eğitime yönelik tutumları ve dijital okuryazarlık becerilerinin çeşitli değişkenler açısından incelenmesi

This study aims to examine preschool teacher candidates’ attitudes toward distance education and their digital literacy skills in terms of various variables. A causal comparison method was used in this study and stratified and convenient sampling methods were preferred for selecting a sample of 400 preschool teacher candidates. The data were collected through the Attitude toward Distance Education scale, the Digital Literacy Scale, as well as the demographic information form. A combination of descriptive statistics, Pearson correlation coefficients, Spearman’s ranking coefficients, linear and multiple regression analyses, and multiple comparison tests were used to answer the research questions. Based on the findings, it was concluded that preschool teacher candidates had high digital literacy skills, and moderate attitudes toward distance education, and these two variables were positively and significantly correlated. The variables that effectively predict attitudes toward distance education have been examined, and evidence has emerged that digital literacy skills can explain some of the changes. Evidence has emerged that digital literacy skills can explain some of the changes in attitudes toward distance education, based on the variables that effectively predict attitudes toward distance education. Furthermore, the demographic characteristics of pre-service teachers and their scores on the scales werecompared, and meaningful differences were observed. As a result of the findings, suggestions were made to institutions of teacher training and researchers.