Self-Assessment of Pre-Service English Teachers’ Digital Competence

Digital competence is considered an integral component of the skills and professional expertise of teachers nowadays. The aim of this study was to explore the perceptions of 82 pre-service English language bachelor and master level teachers from a state university in Bulgaria on their digital competence based on the interplay of five variables– competence for using and integrating ICT in the foreign language classroom, technological pedagogical knowledge, support received during training, capacity to promote the digital skills of their learners and attitude towards integrating digital technologies in their future professional practice. Based on the performed descriptive, correlational and inferential analysis of the data obtained, it was established that the most strongly related variables were the self-perceived competence of the pre-service teachers for using and integrating digital technologies in the teaching and learning of foreign languages and their capacity to promote the digital skills of their learners.