Predominant strategies for integrating digital technologies in the training of future chemistry and biology teachers

1.1 Theoretical background

The need to develop digital competencies in future teachers is undeniable. There has also been research on the extent to which university teacher educators of preservice teachers apply digital technology in their practice. ^{5 , 6} However, a recent review study by Norwegian researchers ⁷ found: “Paradoxically, teacher educators continue to remain an overlooked and under-researched group of professionals in terms of their beliefs, practices, and levels of pedagogical digital competencies (PDC), as well as how they address PDC at the institutional level.” The factors that most influence teachers’ digital skills in technical and pedagogical aspects (Technological, Pedagogical and Content Knowledge – TPACK) have also been sought. ^{8 , 9 , 10 , 11 , 12 , 13 , 14} A review of empirical articles published in six high-impact journals concluded: “Teachers’ technology integration in teaching could be achieved by receiving training which was designed according to the TPACK model”. ⁵ Some of the research is aimed at exploring the training of prospective teachers to use the potential of DT to integrate educational technology into their future practice successfully. ^{15 , 16 , 17 , 18}

Several publications have noted the efforts of academics and institutions to prepare future teachers to use DT skilfully in teaching and learning, especially in its methodological aspects. ^{5 , 19 , 20 , 21 , 22} Some studies have pointed out that a necessary and important prerequisite for developing skills in the use of DT in content and pedagogical terms is the inclusion of specialised information and communication technology (ICT) courses in the curricula/programmes of institutions preparing future teachers. ^{23 , 24}

Several researchers have extensively reviewed preservice teachers’ strategies for incorporating digital technologies into their lessons. A problematic area is the methodological aspects of using DT-based tools in teaching. The search for an optimal model of strategies for training future teachers in the pedagogical and subject area of digital competences is outlined. As a general conclusion from the review and research articles, the need to improve the pedagogical skills of teacher educators to use not only the current DT, but also its future application such as the use of AI in education, is highlighted. Another main conclusion that could be drawn is that it is not the individual strategies that matter, but rather the combination of them. ^{6 , 7 , 13 , 22 , 25} We will focus in more detail on the works of Tondeur and co-workers ^{13 , 26 , 27 , 28} and Knezek and colleagues, ²⁹ as the current study uses the validated Synthesize Qualitative Data (SQD) model developed by these authors as the basis for the instruments applied in this study: survey, interview and observation. SQD is a 6-domain scale on the effective strategies needed to best prepare future teachers to integrate DT into their future classrooms. ^{13 , 28 , 29 , 30} The authors cited above, using a meta-ethnographic approach originally developed by Noblit and Hare, ³¹ have analysed publications on the Web of Science. Based on reasoned criteria, the researchers have selected 19 qualitative studies conducted in Teacher Training Institutions of 6 countries. 12 key themes are outlined and divided into two groups: seven key themes relate mainly to the preparation of future teachers, and five relate to the conditions created by institutions for the effective integration of DT into education. ²⁶ The complex interrelationships of the strategies are articulated in the SQD model. The synthesis of good-quality SQD strategies supports the effective implementation of ICT in the classroom by preservice teachers. ³² The results of the studies show that the implementation of a set of interrelated approaches leads to an improvement in the preparation of future teachers, which directed us to the first two of our research questions formulated below.

Most studies in the field of using SQD are general and not specific to teaching in science. As university educators training future chemistry and biology teachers, research on the integration of DT in science teaching is of particular interest to the authors of this article. Over the past few years, these studies have represented a relatively small share of the total body of research on training pre-service teachers to implement DT effectively in teaching practice. ^{33 , 34 , 35 , 36 , 37}

In a review study, Nagel ³⁸ highlights the specificity of science education regarding DT: “The natural sciences addressed algorithms and programming, flipped classrooms, and simulation and modelling, while other subjects did not.” Our recent review of national and international studies on DTs in Bulgarian school science education shows that the digital competence of Bulgarian teachers is generally lower than the European average despite the self-confidence in their digital skills. ³⁹ Problematic areas include creating and modifying digital content, collaboration among teachers, identifying fake news, assessing student progress, implementing constructivist approaches in e-learning. The identification of these issues should guide Bulgarian teacher educators towards approaches that lead to improving the preparation of future science teachers for their work in school. This is also necessary due to the proven decline in Bulgarian teachers’ attitudes toward the use of DT in science education after the COVID-19 pandemic. ⁴⁰

Researchers at National Taiwan University propose a model that significantly enhances preservice science teachers’ competencies in the complex interactions between ICT, pedagogy and subject matter. ⁴¹ However, the model described was only tested on Flash-based learning resources as a case study.

Some authors note that the relationship between the views and intentions of educators and prospective teachers, on the one hand, and the application of DT in the teaching practice, on the other hand, is unclear. ^{17 , 27 , 42} It is therefore necessary to use different approaches to uncover it. These studies, as well as the opportunity to explore through the SQD model to what extent university teachers’ views overlap with the integration of technology in their practice with prospective teachers, led us to formulate the third research question.

1.2 Specific features of science teacher education in Bulgaria

In Bulgaria, future science teachers, including in chemistry and biology, are trained through three different pathways. Some applicants may graduate with a Bachelor’s degree in Chemistry and Biology with equal opportunities to teach both subjects. Another part of the teachers, after their graduation as “bachelor”, are trained in master’s programmes typically specializing in a single subject, such as physics, mathematics, chemistry, biology, etc. For some future teachers, acquiring teaching qualifications results from postgraduate training in specialized and non-specialized courses.

A regulation of the Ministry of Education and Science in Bulgaria defines compulsory and elective academic subjects that must be included in teacher training curricula, regardless of the chosen training pathway. The same regulation also specifies the competencies “necessary for practicing the teaching profession.”

Compulsory academic disciplines include Pedagogy, Psychology, Inclusive education, Competence approach and innovation in education, Theory and methodology of education (Didactics). According to the state requirements, the compulsory academic subject entitled ICT in education and learning in digital environment aims to form and develop the teachers’ necessary skills for the application of DT in the teaching practice. This course includes 30 h of lectures and 30 h of practical exercises. The lectures are related to theoretical aspects of representing chemical objects in a digital environment (visualization, chemical triplet), as well as specific activities in multimedia learning in chemistry. Numerous practical examples are presented. In the practical exercises, the technologically content (presentation of chemical objects) and technologically pedagogical (organization of learning activities) competences of the future teachers are developed. The course ends with the development of a project on a given topic of the chemistry curriculum: a multimedia presentation and the development of a digital learning resource with interactive feedback. So far, the course has not discussed the application of artificial intelligence in chemistry education.

In addition, among the elective courses there are two that are specifically focused on digital competence and creativity and on lesson design in digital environments. These three subjects (one compulsory and two electives) align with teachers’ relevant knowledge, skills and attitudes in general education subjects, including natural sciences, as described in the regulation.

3.1 Participants

The study was carried out with a sample of 8 university science teacher educators. After being explained the rationale and purpose of the study, all of them agreed to participate voluntarily in the planned survey, interviewing and observation. The selection of the lecturers was mainly related to the disciplines they teach. Six of the participating lecturers in this study teach one academic discipline and two lecturers teach two disciplines, giving separate responses for each discipline as well as separate observations were conducted. Seven of the academic disciplines are compulsory and three are electives. One of the disciplines is related to general pedagogy, another refers to students’ practice in school, and a third is titled ICT in teaching and learning in a digital environment. The remaining 7 academic subjects concern theoretical and methodological aspects of science education and student assessment in schools.

3.2 Research design and instruments

4.1 Teacher educators’ responses to the SQD survey

The results of the survey of the 8 teacher educators providing their opinions on the six parts of the questionnaire across the 10 university courses are presented in Table 1. Respondents’ answers are given on a six-point Likert-format with values ranging from strongly disagree – (1), to strongly agree – (6).

Relatively few responses were in the area of disagreement with statements from all the domains. The highest relative share of disagreement scores (1, 2 and 3 on the Likert scale) is for three of the strategies: Reflection (35 % of opinions); Feedback (32.5 %) and Authentic experiences (30 %). However, there is no strategy for which disagreement responses prevail. The data also show that in the disciplines involved in the survey, the strategies used with the greatest certainty, with over 75 % positive responses, are Collaboration and Role model. However, a closer examination of the results shows that most of these positive opinions are expressed with “slightly agree” and “agree” ratings.

Positive responses for all strategies, ranging from 65.0 % to 82.5 %, indicate that educators use a variety of approaches and methods in integrating DT into the training of prospective chemistry and biology teachers.

For one of the disciplines, “Achievement chemistry tests”, the number of strategies applied to integrate DT into teaching was the lowest. The emphasis there is on collaboration with peers. The highest number of positive evaluations and the greatest variety of strategies were found for the disciplines “ICT in chemistry education” and “Search, evaluation and ethical use of scientific information”. These results are expected given the curriculum and content of the courses, which largely involve working in a digital environment.

4.2 Teacher educators’ responses to the interviews by the SQD domains

The content of the interviews was analysed along the relevant domains of the SQD model. The most important findings are discussed as follows:

1. Teacher educators as role models. This strategy is referred to by educators in three disciplines specifically. One of them (ICT in chemistry education) is directly related to the development of students’ digital skills, the second is a general pedagogical one (Inclusive education), and the third one (Theory and methodology of chemistry education) is linked to prospective teachers preparation for science teaching in schools. On the other hand, the content analysis of the interviews shows that the role model is particularly favoured in teacher educators’ work. Multiple activities associated with it are found in the text of the interviews. They are expressed by verbs such as: give (examples), present, demonstrate, introduce, show, direct. These actions take place in different contexts using a variety of tools, e.g.: simulations, animations, videos, presentations with animations, presentations with links, online tests, specialised online groups, information search strategies, specialised software, online educational platforms, netiquette, copyright, reliable information, etc. Examples of various resources in the field of natural sciences are given. None of the interviewees mention that actual best practices are demonstrated.

2. Reflecting on the role of technology in education. The strategy is listed for six academic disciplines. Most of them relate to the specialised training of future chemistry and biology teachers and their practice in schools. This approach is relatively poorly reflected in the interviews. Discussion and commenting are mentioned as the two main activities. The object of these talks is not so much technology and its integration into science teaching or the pressing need for its greater use, but rather some of the challenges it poses to the natural science such as the scientific quality of information, ethical issues in its use, media misinformation or outright ignorance and disregard for scientific facts, fake news. The challenge of Artificial Intelligence is also an object of discussion with students for most educators. The lack of sufficient practical classroom sessions prior to the students’ internship is the reason for the lack of reflection on the use of ICT in a real environment. No actions for reflection on the students’ own past experience with ICT as pupils are found.

3. Learning how to use technology by design. This approach is present in the teachers’ descriptions of their own work for four university courses. Content analysis highlights key activities aimed at helping students to select or create digital resources. The activities are expressed with verbs such as: show, remind, argue the need to use, assist. Teachers draw the attention of prospective student teachers to the importance of using sources of proven scientific validity and reliability of information when planning ICT lessons. Prospective teachers are also taught to justify the use of technology for students with special needs.

It is important to highlight the interview related to the ICT in chemistry education subject, where both the curriculum and the core activity provide for the creation of digital resources. A particular case is also the interview about teaching practice in school. In it, the interviewee notes that he provides help to students in various aspects so that they can develop and integrate digital resources into their lesson so that their work in the real learning environment would be effective enough.

1. Collaboration with peers. This approach is particularly important in the digital age and was indicated by interviewees for 5 courses: ICT in Chemistry Education, Theory and Methodology of Chemistry Education and three elective courses. The content analysis also suggests that the collaborative approach is very much present. Lecturers understand that students work collaboratively or cooperate in activities informally, whether or not the lecturer requires such cooperation. On the other hand, four of the courses mentioned are presented in the university’s MOODLE (Modular Object-Oriented Dynamic Learning Environment). This enables students to communicate asynchronously with its various tools, including collaboration in the work process. In the interviews, the teacher educators mention different collaborative activities between their students: they co-create digital resources, use technologies and forums together to communicate and exchange resources; share and evaluate resources or tests through digital tools; search and find information on good practices together; give feedback to their colleagues through digital tools. In turn, lecturers communicate with their students by giving them feedback and learning from students about some technological novelties. Communication with students is implemented asynchronously and synchronously through various digital applications.

2. Scaffolding authentic technology experiences. This approach was indicated explicitly by the interviewed lecturers only for 3 disciplines that involve future teachers’ practice or classroom observation in schools. Compared to the other strategies, this one was the least represented in the interviews because most of the courses did not include students’ practice in a real school environment. In the courses with practical activities in school, students are constantly encouraged to use the resources available in the classroom and thus gain experience with that activity.

3. Providing continuous feedback. This strategy has been identified as part of the teaching approaches across seven academic disciplines. However, the analysis of the texts reveals rather few actions that teacher educators use to provide feedback, while much more are the particular cases of implementing these actions: (a) reminding about “the scientificity of the sources, materials and citations”; (b) providing “feedback, based on specific criteria, on the content of the resources, scientificity of the materials developed and all activities”; (c) evaluating “proposed examples, online communication skills, technological proficiency, exam presentations, and competencies to design the integration of technologies”.

4.3 Observed teacher educators’ SQD-strategies

The results of the observations of prospective teachers’ training in terms of observed occurrences of SQD-strategies for digital technology integration is summarized in Table 2.

The data strongly suggest that as a strategy to incorporating DT, Role models are mostly present in the actual learning environment of prospective teachers. A more detailed data analysis for this domain shows that different examples are most frequently given and good practices are presented the least. These findings definitely align with the data from the teacher educators’ surveys and interviews regarding their educational strategies.

It was found that Instructional design strategy occurrences have been observed 22 times and Feedback – 23 (Table 2). Compared to the strategy of Role models, half as many occurrences were observed for the Instructional design and Feedback strategies. These observation results correlated highly with survey responses (Table 3): teacher educators most frequently provide “sufficient support to students-future teachers in designing lessons that integrate ICT” and “students get help to use ICT in developing educational resources”.

Regarding strategy Feedback (FEE), observers noted that the prospective teachers “received sufficient feedback on the use of ICT in their lessons” (observed 10 times). Actions related to “thorough evaluation of competencies with ICT” were observed 6 times, and it was also noted six times that “sufficient feedback on how the student can further develop her/his ICT competencies” was provided. These data align with the survey results (Table 3). On the other hand, continuous feedback is mentioned in 7 out of 10 academic disciplines but is not registered as frequently in every observation. A possible reason for this could be the timing and location of the feedback, which usually occurs during extracurricular meetings and interactions between instructors and prospective teachers concerning the preparation of their coursework or exam projects.

Educators’ actions relating to strategies of reflection, collaboration and authentic experience are observed relatively infrequently, e.g. discussing the challenges of integrating ICT in education was noted 6 times. Sharing experiences in using ICT between students and between students and instructors was observed 7 times. A total of 6 times was also observed that students were encouraged when they tried to use ICT in an educational setting. These observations do not align with the survey results, where these strategies received over 70 % positive responses (Table 3), suggesting their use by educators. In the interviews, reflection was mentioned as the main approach for 6 disciplines and collaboration for 5. However, actual practice does not show the presence of these approaches in the observations of these disciplines.