Teacher Training Needs for Skill-Based Education: A Review of Competencies, Barriers, and Professional Development Gaps

Abstract

The resulting deep gap between employer requirements and student acquisition in terms of skills, and employers and students in terms of competencies, produces dire necessity in teacher training redesign. Educators are one of the key leverage points that can be developed to ensure the development of the most important 21st-century skills, such as critical thinking, collaboration, communication, and creativity, as well as digital literacy that determine the success of the workforce. However, the majority of teachers do not receive much training or professional development in skill-based pedagogy, competency models, or learning integration with technology in meaningful learning. This review analyzes the studies on skills-based education and workforce production teacher training requirements in 17+ peer-reviewed articles. The major findings have shown that: (1) The major majority of teachers lack the initial competencies needed to engage in skill-based education such as digital literacy, pedagogical innovation, and awareness of competency frameworks; (2) Teacher preparation programs and professional development are poorly equipped to focus on skill-based education, and the programs remain focused on content-based knowledge and traditional pedagogy; (3) Teachers feel substantial obstacles to innovation such as time scarcity, professional development, technological infrastructure, and institutional support; (4) Professional development is effective when it lasts longer, is based on job The review notes the following crucial areas of teacher training such as a reform-based curriculum redesign, active pedagogies, digital competence, knowledge of social-emotional learning and trauma-informed practice, system thinking and design thinking, and cultural competence and anti-racist practice development. The review draws a conclusion that skill-based education needs to be effective and it involves systemic transformation of teacher training such as reformed teacher preparation, long-term professional development, technological and infrastructural support, collaborative and learning time, and institutional cultures that embrace innovation and continuous improvement.

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