USING THE KIRKPATRICK EVALUATION MODEL FOR PRE-SERVICE TEACHER EDUCATION COURSE

Preparing future teachers for teaching practice is a way of professional selfdetermination and realization of a beginner career path. Successful completion of the preservice teacher education course is important for both teacher candidates and stakeholders. In our quantitative study, we used the Kirkpatrick evaluation model to determine the effectiveness of the course targeting curriculum shifts in digital education. The data show that positive student attitudes and good learning outcomes demonstrate a high probability of wellorganized course content and trainer self-efficacy. Introduction The stage of preparation for work is aimed at forming the professional identity of teachers [1]. Student years are a period of intensive formation of professionally important qualities, consciousness, and identification. Conversely, studying at a university may be accompanied by a rethinking of professional intentions, adaptation and life plans, or disappointment and loss of interest in a choice made once. Studies of the problems of first-year teachers [2] show that pre-service teacher training is observed since more theoretical and practical experience during training coincides only with specific school conditions for actual learning. Future teachers may encounter problems and obstacles during their practice due to a contradiction in their understanding of rapidly changing educational reforms, attitudes and perspectives. In addition, as mentioned by Brock & Grady (2007), after graduation, the novice teacher is expected to act as an experienced teacher who knows about classroom management and modern, effective teaching methods. According to Veenman’s study in 1984 [3], following consequences of preservice teacher education shortcomings are manifested for employed teachers as to how to manage classroom, effective ways to motivate students for learning, adequate assessment of student learning performance, and good communication skills with parents. It seems as though aforecited concerns of the XX century are relevant in contemporary time in terms of the digitalization of learning and teaching environment. Therefore, there is food for thought related to pre-service teacher training education where a crucial question emerges towards how well student teachers are trained and prepared for teaching in digital world. Some studies [4] reveal a December 11, 2020  Amsterdam, The Netherland  69