COMPARATIVE ANALYSIS OF THE EXISTING PEDAGOGICAL COMPETENCE OF FUTURE TEACHERS
Abstract
Similar to future teachers’ attitudes toward their profession, their perceptions, opinions, and attitudes regarding the use of technology have become one of the central topics of numerous studies. An analysis of the scientific literature indicates that most existing studies have examined future teachers’ attitudes toward the use of technology in the educational process in terms of specialization fields, as well as factors such as gender, academic year, age, previous educational background, university attended, and computer and internet usage skills.
References
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