Transforming Pre-Service Teacher Education in Early Childhood and Special Education: A Comparative Study of Training Models and Professional Competency Development
Changes in modern teacher education programs have made it necessary to search for effective models of training future teachers who can work in a digital and inclusive educational environment. This study aimed to compare the effectiveness of traditional and innovative models of training future teachers in developing their professional competencies. The study was conducted using a quasi-experimental design with pre- and post-testing. 176 students of pedagogical programs participated in it, who were divided into a control group (n = 88) and an experimental group (n = 88). The innovative training model consisted of the components of practice-oriented learning, the use of digital educational platforms, and AI-supported scaffolding. In results it si shown, that the largest intervention effect was determined for digital pedagogical competence (η² = 0.17) and inclusive pedagogical competence (η² = 0.13). . The results highlight the importance of integrating digital technologies and innovative pedagogical approaches into teacher education programs. The results of this study will be important for future teacher education curriculum updates.