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After March 2020, teachers gained opportunities to strengthen pedagogical competence with digital tools, expanding Bulgarian educators’ technological resources through online materials, authored exercises, assignments, tests, and information-gathering products and programs.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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of National and World Economy, Sofia, Bulgaria  \nABSTRACT  \nThe digital transformation of traditional education leads to a change in the classical idea of the content and structure of the teacher's professional competence. The ability of teachers to teach with high quality is undoubtedly a key and very significant part ofit, but in the conditions of the dynamic change of the environment ~~ ~~ both in the real classroom and also in the increasingly used virtual one, it changes dynamically and develops with the help of new funding. The last three years, after March 2020, have created favorable conditions for enriching the pedagogical competence of teachers with a set of digital tools. Digitization has led to the enrichment of the technological toolkit of Bulgarian teachers with online-based educational resources, but also with authored exercises, assignments, tests, products and programs for gathering information about knowledge and opinions.  \nstudies conducted in 2018, 2020 and 2022, and related to the use of electronic resources for educational purposes.  \nKeywords: teachers, education, digitization  \nINTRODUCTION  \nThe teaching profession is ancient one of the oldest, but the interest in it is currently associated with the awareness of society of the role of the teacher in the formation of the value system and cognitive culture of the younger generation in conditions of rapid change of the social and especially technological environment. New demands are being made to the teacher, there are new expectations, and the extent to which the teacher can satisfy them depends on a number of objective and subjective factors. According to the author, teachers' ability to teach with high quality is the core of teachers' professional competence [7], but in the conditions of accelerated digitalization of education it needs to be enriched and conceptualized in terms of the process and outcome of educational activities with students.  \nPreparing teachers to implement the digitalization of education  \nThe quality of a teacher's work is directly dependent on a number of prerequisites, among which the following are the leading ones: the personal  \ncharacteristics related to the suitability to exercise this profession; his basic professional-pedagogical training received at the university; the motivation for work and, last but not least, the continious professional development. The problems of teacher training and qualification are the focus of both academia and the general public, because in reality this concerns parents, pupils, employers and other social partners and institutions.  \nIt is for these reasons that it is necessary to analyse expectations about the nature of teachers' professional-pedagogical competence. An attempt at structuring according to the author includes: \"1 . Knowledge of the field of science from the bosom of which the subject to be taught is constructed. 2. Psychological knowledge and skills to work with the age category of students. 3. Knowledge of pedagogical sciences and educational technology, and methodological skills. 4. Communication competence to implement an effective educational process in the classroom. 5. Managerial competence to manage the environment and its participants\" [6] .  \nThis model is based on the understanding that professional preparation is fundamental for the formation of professional competence is also enriched from the positions of the competence approach, described in the regulations on the preparation process [4] and on the qualification [5] .  \nSpecial attention in both ligislative acts is paid to the training and qualification of teachers for the use of information and communication technologies in the educational process. In the list of compulsory subjects under the Regulation on the State requirements for the acquisition of professional qualification as a teacher, a new compulsory subject \"I","cbCaidwJh8V3IcOu","https://ap.wps.com/l/cbCaidwJh8V3IcOu","pdf",491865,"English","# Abstract\n# Introduction\n## Preparing teachers to implement the digitalization of education\n## Qualification of teachers in digital technologies used for educational purposes","[{\"question\":\"How does digital transformation affect teachers’ professional competence?\",\"answer\":\"It changes the classical idea of competence’s content and structure, requiring teachers to adapt teaching quality to dynamic real and virtual classroom conditions.\"},{\"question\":\"What new opportunities emerged for teachers after March 2020?\",\"answer\":\"Favorable conditions supported enriching pedagogical competence through a set of digital tools and expanded technological resources for education.\"},{\"question\":\"Why is teacher qualification in digital technologies a growing concern?\",\"answer\":\"New legislation and regulations broaden requirements and intensify competition between universities and organizations offering continuous professional development training programs.\"}]","BULGARIAN TEACHERS AND THE DIGITIZATION OF EDUCATION | PDF",1792056508]