The Impact of the Application of rhe Online Teaching Model on the Development of Digital Competencies of Future Preschool Teachers




digital competences, online teaching, Methodology of teaching science


In this study, the influence of the application of an online teaching model on the development of digital cometences of future teachers in preschool institutions was examined. The research that this study deals with was carried out on a sample consisting of N=125 students of the 3rd year of basic academic and professional studies in the study program of teacher in preschool institutions. As a research instrument, a five-point Likert-type scale of attitudes was used. The results show that there is a statistically significant difference in the attitudes of future teachers in preschool institutions when it comes to self-assessment of digital competencies before and after the implementation of online classes during the state of emergency in Serbia during the Sars-Cov-2 virus pandemic. The conclusion of the study is that the implementation of online teaching in processing the content of the Methodology of getting to know the environment affects the improvement of the digital competences of future educators when it comes to: 1) creating digital resources; 2) application of digital technologies in immediate educational work; 3) the role of digital technologies in professional development. The results of this research can be used to encourage teachers to step out of the usual pre-pandemic practice and enrich their pedagogical work with combined teaching (hybrid model) where part of the material would be analyzed in person, and part would be analyzed online using web tools, websites and videoconferencing applications.


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How to Cite

Stepić, G., Veličković, S., Cekić Jovanović, O., & Miletić, A. (2023). The Impact of the Application of rhe Online Teaching Model on the Development of Digital Competencies of Future Preschool Teachers. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(3), 487–495.



Received 2023-10-22
Accepted 2023-12-10
Published 2023-12-20

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