Analysis of digitalization-based teacher education models on learning outcomes, digital competence and professional development of prospective teachers

This study aimed to examine how factors like teaching preparation, digital learning facilities, and the quality of
systems and information used in teaching affect teachers' digital competence and professional development. It also
explored how these factors affect student learning outcomes of those enrolled in the teacher professional education
program (PPG). The research used a quantitative approach, gathering data through questionnaires from 500 students. The
data were analyzed using Structural Equation Modeling-Partial Least Square (SEM-PLS) with the SmartPLS 3.0 software. The
findings show that teachers' digital competence is significantly impacted by teaching preparation, system quality, digital
facilities, and information quality in digital applications. Furthermore, teaching preparation and digital learning facilities
positively affect teacher professional development, while system quality and information quality do not significantly impact
it. Last, teachers' digital skills strongly influence both their professional development and student learning outcomes, and
professional development in turn significantly affects student learning outcomes.