Li Honghuan
School of Foreign Studies, China University of Political Science and Law, Beijing, China.
PLoS One. 2025 Feb 7;20(2):e0317591. doi: 10.1371/journal.pone.0317591. eCollection 2025.
This scoping review aims to map the current understanding of pre-service teachers' beliefs about ICT, identify critical research gaps, and provide actionable insights for teacher education policy and practice. A comprehensive search of seven electronic databases yielded 1366 studies, of which 277 were included. The review identified seven key themes, including a predominant focus on general ICT beliefs and the limited exploration of cutting-edge technologies or regional variations. Quantitative methods dominated the research landscape, often employing standardized instruments like the Technology Attitude Scale. The findings highlight the need for greater emphasis on underrepresented regions, innovative technologies, and qualitative methodologies to deepen contextual understanding. This review offers a foundational resource for stakeholders in teacher education and sets the stage for future research to bridge identified gaps, ultimately enhancing the integration of ICT in teacher training and classroom practice.
本综述旨在梳理当前对职前教师关于信息通信技术（ICT）信念的理解，识别关键研究差距，并为教师教育政策与实践提供可行的见解。对七个电子数据库进行全面检索后得到1366项研究，其中277项被纳入。该综述确定了七个关键主题，包括主要关注一般ICT信念以及对前沿技术或地区差异的探索有限。定量方法在研究领域占主导地位，常使用如技术态度量表等标准化工具。研究结果凸显了需要更加强调代表性不足的地区、创新技术和定性方法，以加深情境理解。本综述为教师教育利益相关者提供了基础资源，并为未来研究填补已识别的差距奠定了基础，最终加强ICT在教师培训和课堂实践中的整合。
