Meta-Analysis Study: Expectations of 21st Century Teaching from Pre-Service Teacher Education Programs

Abstract

This study aims to investigate the expectations of 21st-century teaching from pre-service teacher education programs and to analyze the contemporary status of pre-service teacher education programs in developing 21st-century teaching skills among prospective teachers. The meta-analysis method was used to analyze previously conducted studies in the context of 21st-century teaching. The findings reveal that, to some extent, pre-service teacher education programs contribute to developing the 21st-century teaching skills by imparting theoretical knowledge, but there is a gap in the application of theory and pedagogical practices. Consequently, there is a pressing need to reconsider the pre-service teacher education programs to inculcate the essential teaching skills for 21st-century, such as collaborative learning, reflective thinking, social and emotional competencies, adaptive skills, communication skills, creativity and entrepreneurship skills, critical thinking, problem-solving skills, and ICT skills for teaching and social networking.

Keywords

• 21st century teaching skills
• pre-service teacher education programs
• prospective teachers
• theoretical knowledge
• pedagogical practices