How can the digital competences of pre-service teachers be developed? Examining a case study through the lens of DigComp and DigCompEdu

In this study, a training program, which aimed to develop pre-service teachers' digital competences, was designed. After the training, pre-service teachers’ opinions in terms of digital competence development, how they planned to use the digital competence knowledge and skills that they gained in the training program for their future professional careers, and pros and cons of the training were examined. The training was conducted as a case study that involved 24 pre-service teachers. The pre-service teachers were provided 70 h of training on five competence areas of DigComp. Diaries and focus group interviews were used as data collection tools. The researchers followed two-phased qualitative data analysis procedure. Deductive and inductive analysis techniques were used. The results indicated that pre-service teachers should be trained for information and data literacy, communication and collaboration, digital content creation, safety and problem solving. In addition, digital competence trainings should be given in a way to include knowledge and practice about professional engagement, digital resources, teaching and learning, assessment and empowering learners. The study revealed that it is necessary for the digital competence trainings to be implemented effectively in which pre-service teachers collaborate on digital issues regardless of their previous experience. In addition, trainers should structure their courses so that pre-service teachers can see them as role models, and theoretical information as well as the possibility of learning by doing should be offered. •DigComp was used to examine digital competence development of pre-service teachers.•DigCompEdu was used to examine how pre-service teachers planned to use digital competencies in professional career.•Training should be given especially about communication and collaboration, digital content creation, safety areas.•Training should include professional engagement, digital resources, teaching-learning, assessment, empowering learner areas.•Collaborative study, role modelling, putting theoretical information into practice are essential for training.