УЧИТЕЛИ-БЪЛГАРИСТИ И САМООЦЕНКАТА ИМ НА ДИГИТАЛНАТА КОМПЕТЕНТНОСТ ПРЕДИ И ПО ВРЕМЕ НА ПАНДЕМИЯТА
BULGARIAN LANGUAGE TEACHERS AND THEIR SELF ASSESSMENT OF DIGITAL COMPETENCE BEFORE AND DURING THE PANDEMIC

Author(s): Tatyana Angelova
Subject(s): Social Sciences, Language and Literature Studies, Education, School education, Philology, Sociology of Education, Distance learning / e-learning
Published by: Национално издателство за образование и наука „Аз-буки“
Keywords: Digital competence; Self-Assessment; Bulgarian Language Teachers
Summary/Abstract: Background of the study: In the conditions of a pandemic, the teaching of the Bulgarian language provoked radical changes in the preparation of the Bulgarian teacher. The transition from face-to-face to online training had to be extremely fast. In this problematic situation digital competence for teaching has become extremely significant. Purpose and research question: This qualitative study is an attempt to make a comparative analysis of teachers’ self-assessment of digital competence for teaching Bulgarian before the pandemic and during the pandemic. Based on this analysis the research question is: what are the changes in this competence in view of the self-assessment of the participants e.g. which of the skills have improved, which are not well developed, which need to be improved. Theoretical framework/perspectives: In order to identify the changes in the digital competence for teaching, the European Framework for Self-Assessment of Digital Competence (translated into Bulgarian) and its tools are used. Methodology (methods and data sources): The target group includes bachelors – students of Slavic philology, undergraduates – teachers of Bulgarian language and doctoral students – philologists. Respectively, before pandemic: 14 bachelors, 12 masters and 8 PhD students. And during pandemic: 14 bachelors, 12 masters and 8 PhD students. They complete a specially designed Google form with an assessment of the relevant skills decomposed for a given area. Data from before and after the pandemic are compared. Challenges and their solutions in practice are identified. Limitations of the analysis are set, resulting from the limited number of subjects.

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