Abstract:

The development of digital pedagogical competences should be a key component of the university preparation of future teachers. The expectations for universities preparing teachers to teach and support learning in a permanently and rapidly digitalizing educational systems are that they provide future teachers with profound preparation in the field of pedagogical digital competencies. According to Angeli & Valanides and Tondeur et al. , the integration of digital technologies in the programs of future teachers is essential for providing the necessary competencies to use information and communication technology (ICT) in their classrooms. Digital pedagogical competences have their specific contribution to the preparation of student teachers. This is a complex process that includes a set of strategies. It is necessary to understand this complexity and how strategies should come together in practice . University professors can support the development of technological pedagogical competences and readiness for effective use of ICT in the future pedagogical practice of their students – future teachers by adopting multiple Synthesis of Qualitative Evidence (SQD) –strategies model.

The paper presents a study, which main purpose is to investigate the degree to which the teacher preparation in two groups of the key academic disciplines of the teacher training program support the development of pedagogical digital competencies (ICT in education related modules and Methodology of teaching particular subject modules) from both perspectives – the one of the teacher trainers and the one of the students – future teachers.

The study is carried out at Faculty of Pedagogy, Sofia university, Bulgaria. For the purposes of the survey, the SQD (Synthesis of Qualitative Evidence) 2 model was used which covers 6 areas of digital pedagogical competences application:
1) using teacher educators as role models,
2) reflecting on the role of technology in education,
3) learning how to use technology by design,
4) collaboration with peers,
5) scaffolding authentic technology experiences, and
6) providing continuous feedback.

The results provide a basis for reflection on the similarities and differences between the views and assessments of the two groups - participants in the training and a basis for recommendations for the development of more meaningful approaches and strategies towards digital pedagogical competencies development of future teachers so that both groups - students and teachers have similar perspective on the contribution of training to the development of their pedagogical digital competences.

Keywords:

Digital pedagogical competence, future teachers, university professors.