Abstract:

Against the backdrop of profound changes in education and teaching methods driven by digital technology, teachers not only need to possess solid digital literacy but also be able to adapt to the development trends of the digital society. Therefore, the digital socialization of the teacher profession has become an important component of teachers’ professional development. This article first clarifies the connotation of the digital socialization of the teacher profession, which is a socialization process in which teachers acquire teaching knowledge and skills related to digital technology, continuously improve their digital literacy, and gradually form role concepts and behavioral patterns that are in line with the digital society. This process particularly emphasizes teachers’ integration of digital concepts, strengthening of digital skills, cultivation of digital ethics, and the shaping of a digital self. Furthermore, the study systematically explains the causes of the digital socialization of the teaching profession, characterized by role stress, including role ambiguity due to technological pressure, role conflict from value loss, and role overload caused by the decline of the humanities. Finally, oriented by role construction, practical strategies such as strengthening digital knowledge learning, building a digital practice community, improving digital personality traits, and promoting digital qualification certification are proposed, with the aim of providing references for promoting the digital socialization of the teacher profession.

Key words: teacher profession, digital socialization, role theory