Pre-service teacher education plays a pivotal role in preparing competent, reflective, and effective teachers for the 21st-century classroom. This study investigates how pre-service teacher education enhances competency and quality among prospective teachers, bridging the gap between theoretical knowledge and practical teaching. A qualitative research approach was adopted, analysing documentary evidence, scholarly articles, and research publications. The study highlights the significance of structured teacher training programs in developing pedagogical knowledge, subject expertise, professional ethics, and life skills such as communication, collaboration, and critical thinking. Findings reveal persistent gaps between theory and practice, the need for enhanced practicum experiences, reflective practices, and stronger collaboration between teacher education institutions and schools. The study proposes a conceptual framework emphasizing basic understanding, existing knowledge, competency development, reshaping strategies, and measures for enhancing teacher education quality. Strengthening pre-service teacher education through curriculum reforms, continuous professional development, and context-sensitive teaching strategies can significantly improve teaching effectiveness, professional growth, and overall educational quality.
Pre-service teacher education, teacher competency, teaching effectiveness, professional development, teacher education quality.
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