ORIGINAL RESEARCH article
Front. Educ.
Sec. Teacher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1639893
This article is part of the Research TopicRedefining Learning in the Digital Age: Pedagogical Strategies and OutcomesView all 14 articles
Digitalization In Mathematics Education: How Distance And Online Learning Shape Pre-Service Teachers' Career Perceptions
Provisionally accepted
- Izmir Democracy University, Karabağlar, Türkiye
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This study examines the perceptions of pre-service mathematics teachers with prior experience in distance education and engagement with digital tools regarding online and distance education, their professional perspectives, and their tendencies toward digital content creation. The findings indicate that while distance education enhances pedagogical flexibility, it also positions digital content creation as an essential profes-sional skill. Participants recognize the effectiveness of digital tools in conveying mathematical concepts' abstract and visual aspects but acknowledge gaps in their competencies. The most striking result reveals that shifting employment conditions push pre-service teachers to explore alternative career paths through digital platforms, with online teaching increasingly seen as a sustainable option rather than a temporary solution. This transformation fosters awareness of the necessity to develop digital pedagogical skills while urging teacher education programs to integrate digitalization strategies. Providing evidence of how digitalization reshapes teaching, this study un-derscores that digital competencies are no longer optional but a necessity..
Keywords: preservice mathematics teacher, Distance Education, Online Education, Digital pedagogy, career flexibility, Alternative employment
Received: 02 Jun 2025; Accepted: 22 Aug 2025.
Copyright: © 2025 Dinçer. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Bahar Dinçer, Izmir Democracy University, Karabağlar, Türkiye
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