A MODEL AND MEASUREMENT OF TEACHER COMPETENCE FOR SMART EDUCATION

Abstract

This study mainly explores the impact of professional identity and digital literacy on the teacher ability of normal school graduates in the context of smart education and its impact channels and mechanisms. The research uses a method that combines theoretical analysis and empirical investigation and combines positive psychology and teachers' professional development stage theory. It mainly explores the relationship between teacher competency of normal college students and digital literacy, professional identity, learning investment, and learning effectiveness, and examines learning the mediating role of investment and learning effectiveness in the relationship between professional identity and learning. This study established a competency structure model suitable for measuring normal college students. It used scale tools such as the College Students' Professional Identity Scale and the College Students' Learning Engagement Scale and used statistical methods such as structural equation modeling (SEM) and multiple regression to analyze the questionnaires. Examine the impact of professional identity and learning investment on teacher competency of normal college students, analyze the size of the influencing factors, measure the current competency level of normal college graduate teachers, analyze existing problems, and propose improvement strategies, thereby exploring the transformation of teacher education under the background of smart education basic logic and realistic path. This research can help normal colleges to better cultivate talents that meet the needs of smart education in the future, and at the same time help normal students better understand and improve their own teacher abilities and provide useful references for relevant institutions.