Digital transformation of college teacher education from the perspective of behaviorist psychology: initiatives, effectiveness and pitfalls

Abstract

Abstract Behaviorist psychology can deeply reflect the perception of digital technology in teacher education in colleges and universities, and the digital transformation of teacher education is an effective path to improve the quality of education. Based on the TAM model, this paper analyzes the factors affecting the digital transformation of teacher education in colleges and universities, selects the relevant variables for research hypotheses, and obtains the relevant data for empirical analysis through questionnaires. In order to deeply analyze the initiatives, effectiveness and hidden worries brought about by the digital transformation of college teacher education from the perspective of behaviorist psychology, the combination of factor analysis and principal component analysis is used to carry out the extraction of common factors, which provides the basis for analyzing the factor loading coefficients of the influencing factors of digital transformation. The validity of the method was assessed using various methods, including descriptive statistics, reliability and validity tests, and structural equation modeling path fitting. The results show that the absolute values of skewness and kurtosis of the survey data in this paper are less than 1, which is in line with normal distribution, and the value of Cronbach’s Alpha coefficient of the reliability test is basically above 0.9, and the standardized factor loading coefficients are greater than 0.6. The direct effect of behavioral imagery on the actual application is 0.448, resulting in a significant difference at the 1% level. The digital transformation of teacher education in higher education needs to pay attention to the relevant applications of external environment and media technology so as to realize the improvement of the quality of teacher education in higher education.