The purpose of this study is to investigate the ways in which programs for teacher preparation have an impact on the manner in which digital technologies are incorporated into English language learning and instruction. A total of one hundred fifty English language instructors from a variety of educational settings participated in the study using a mixed-methods approach. The results of surveys were used to collect quantitative data, while interviews and classroom observations were used to collect qualitative data. As a result of the findings, comprehensive programs for teacher preparation improve teachers' digital skills, as well as their confidence and the regularity with which they use technologies in the classroom. Furthermore, the studies emphasize that there are significant elements that influence the efficient application of digital technologies. These aspects include the availability of resources, the support of institutions, and the attitudes of teachers toward technology. The findings emphasize the significance of continuous professional development and provide clear recommendations for legislators and educational institutions about how to successfully establish programs that are suitable for the digital era in order to accomplish the goal of good teacher preparation.
Bhagirath Negi (Wed,) studied this question.
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