Teacher education in the twenty-first century: Challenges and Learning

Abstract

A large research on challenges and difficulties in teacher education was done. During the research, it was discovered that there are two sorts of key concerns and problems with the functioning of teacher education institutions. First, issues concerning science and technology were discussed, such as globalisation and the erosion of values, the development of creativity, the development of life skills, and the achievement of constitutional goals; second, issues concerning social aspects were discussed, such as the structure of teacher education programmes, curriculum, time duration competencies, examination system, quality concerns, and regional imbalances, among others. The purpose of this study is to concentrate on the challenges and problems surrounding teacher education. Anyone expecting a set of extremely normative standards on what 21st-century teacher education should or should not be like – or what makes or does not make good teacher education programmes – would likely be disappointed. Instead, the primary goal of this article is to encourage readers to continue a thoughtful discussion about how we may prepare (future) teachers to handle the challenges of the twenty-first century