dc.contributor.author	Zunaira Faisal
dc.date.accessioned	2025-11-25T17:36:37Z
dc.date.available	2025-11-25T17:36:37Z
dc.date.issued	2022
dc.description.abstract	This study's major goal was to investigate how teachers' preparation and digital competence relate to future teachers' professional growth. To investigate the link between the importance of digital competence and teachers' preparation in the professional development of aspiring teachers, a quantitative survey design analysis was used. Students from the University of Management and Technology in Lahore's BS Education department made up the study's population. 169 male and female University of Management and Technology students from Lahore made up the sample population. To ensure the population was as accurately represented as possible, a straightforward stratified sampling procedure was used. One poll was developed from a study on campus atmosphere. Using the statistical programme SPSS, the data gathered for this investigation were analysed. The study's findings showed that students firmly think that digital proficiency and teacher preparedness play a part in the professional development of aspiring teachers. The findings of this study also demonstrated that both men and women had different perspectives on the importance of digital literacy and teacher preparedness for future educators. With these findings, it is encouraging to think that more research may be carried out to determine the significance of digital competence and teachers' preparation in the professional development of future teachers. It is suggested that more study be done to determine the beneficial impacts of the role of digital competence and instructors' preparation in the professional development of aspiring.
dc.identifier.uri	https://escholar.umt.edu.pk/handle/123456789/12838
dc.language.iso	en
dc.publisher	UMT Lahore
dc.title	Role of digital competence and teachers’ readiness in the professional development of prospective teachers
dc.type	Thesis

Role of digital competence and teachers’ readiness in the professional development of prospective teachers

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