Examining the Outcomes and Challenges of the B.Ed. Program in Developing Prospective Teachers' Teaching Skills for the 21st Century
A Theoretical and Practical Perspective
DOI:
https://doi.org/10.5281/zenodo.14999140Abstract
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This study examines the outcomes and challenges of the B.Ed. (4 years) program in developing prospective teachers' teaching skills for the 21st century. The researchers used purposive sampling techniques and selected 18 male and female university students from Makran, Balochistan, enrolled in the 8th semester. The qualitative data were collected through semi-structured interviews and analyzed through thematic analysis. The findings revealed that the theoretical aspect of the B.Ed. 4-year program plays a vital role in equipping future teachers with the necessary knowledge and skills to become effective teachers of the 21st century. However, the practical aspect of the program, such as the practicum, revealed a lack of ICT learning strategies to enhance the students' and teachers' technological competencies to understand teaching in the digital era. Moreover, the study suggested that a B.Ed. 4-year program is the essential requirement for the appointment of teachers in the teaching field, and the program should be updated with modern ICT. There should be a proper continuous professional development program for the instructors to train B.Ed. Students as an effective teacher of the 21st century.
Keywords:
21st century, B. Ed 4-year program, Challenges & outcomes, Practical perspective, Teachers' teaching skillsReferences
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