Подготовката на учители в условията на дигитална трансформация и иновации: анализ на европейски приоритети и тяхното отражение в национален контекст
Teacher Education in the Context of Digital Transformation and Innovation: Analysis of European Priorities and Their Reflection in the National Context

Summary/Abstract: The present study examines the alignment between European and national policies and frameworks for digital transformation, innovation, and transformative competencies in teacher education. This is achieved by means of a narrative review and thematic documentary analysis of regulatory and empirical sources. The following three guiding questions are addressed: firstly, how European priorities are conceptualized in official documents; secondly, how they are transposed into Bulgarian strategic frameworks; and thirdly, how empirical research captures their actual implementation. The findings demonstrate a degree of incongruence between the priorities articulated at the European level and their conceptualization and operationalization at the national level. The analysis of empirical studies substantiates and extends this incongruence, highlighting key challenges in teacher education, including the preparation of teachers of Bulgarian language and literature. The following areas are of particular concern: material and technological limitations which hinder the development of digital skills; predominantly theoretical training lacking practical orientation; absence of reflective practices; and persistent reliance on rigid, traditional pedagogical approaches.

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