Developing Pre-service Teachers’ 21st Century Teaching Competencies via Digital Storytelling

Abstract

This qualitative study attempts to explore the potential of digital storytelling for developing pre-service teachers’ 21st century teaching competencies. Digital Storytelling is used as a means to understand pre-service teachers’ professional identity in the current wave of education reform as well as to unpack its potential in the development of pre-service teachers’ abilities of critical reflection and critical technology integration. Findings may provide insights for teacher preparation programs for designing courses that aim at developing pre-service teachers’ 21st century teaching competencies.