Preparing Pre-Service Teachers for the Digital Transformation of Education: Exploring University Teacher Educators’ Views and Practical Strategies
Lyubka Aleksieva
Abstract
The digital transformation of education requires not only the integration of digital technologies in the learning process, but also the development of digital competencies among students. The current status of the process of digital transformation in education in Bulgaria is investigated by the SUMMIT project, the framework in which this research was conducted. The present study examined the preparation of pre-service teachers for the digital transformation of education, focusing on the views and practical strategies of university teachers. The study involved 44 teachers in 48 academic courses from the largest Bulgarian university (Sofia University “St. Kliment Ohridski”). In order to provide a comprehensive view of the pedagogical training of pre-service teachers, mixed research methods were used, including curriculum analysis, semi-structured interviews, short surveys, and observations. The results revealed that although university teacher education programs include the use of digital technologies to improve learning outcomes, they often neglect pre-service teacher training related to preparing learners for the digital age. It was also established that there is a lack of policy and coordination among the different types of courses (information and communication technology in teaching and subject methodologies) in terms of preparing future teachers for digital transformation. University teachers use mostly traditional approaches and employ a limited number of strategies for teaching pedagogical digital competences (PDCs), which raises concerns about the effectiveness of pre-service teacher training. The research highlights the need for a more targeted and holistic approach to the development of PDCs of future teachers. This approach should include policy adjustments related to providing more practical activities and better coordination among courses, as well as guidelines for curricula development, continuing education of university teachers, and provision of adequate technological infrastructure. By implementing such an approach, universities could better prepare pre-service teachers not only to use digital technologies effectively but also to develop students’ digital skills that are necessary for success in today’s world.