ABSTRACT This circumscribed review analyzes recent sociocultural, qualitative research in digital literacies within pre-service teacher education. It focuses on what teacher educators are doing with respect to working with pre-service teacher education students and digital literacies conceived more in terms of social practices than as proficiency in using education technology tools. Analysis suggests digital literacies within pre-service teacher education are typically linked to out-of-school practices in order to help facilitate student teachers’ take-up of digital literacies in their own classrooms. The studies also suggest that projects that encourage and support collaboration are well received by pre-service teachers and seem to result in fruitful learning.

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摘要 这篇有限的评论分析了职前教师教育中数字素养的最新社会文化、定性研究。它侧重于教师教育工作者在与职前教师教育学生和数字素养合作方面所做的工作，更多地是根据社会实践而非使用教育技术工具的熟练程度来构思。分析表明，职前教师教育中的数字素养通常与校外实践相关联，以帮助促进学生教师在自己的课堂上掌握数字素养。研究还表明，鼓励和支持合作的项目受到职前教师的欢迎，并且似乎可以带来富有成效的学习。