Indian Knowledge System in Teacher Education Curriculum based on 21st Century Skills

In order to create a meaningful pathway for the development of "reflective teachers," a cadre of self-assured, effective, and efficient educators capable of teaching in a variety of classrooms in the rapidly evolving globalized society of the twenty-first century, global communities have been working in a number of areas. For this to occur, teachers' 21st century talents must be developed from the very beginning of their preparation. The purpose of this study was to find out how Indian trainee teachers saw these crucial abilities, how much they were included into teacher education programs, and what obstacles they faced. The study used a mixed methodology that included both qualitative (such as interviews) and quantitative (such as descriptive surveys) research approaches, recruiting 500 trainee instructors from 50 teacher training institutes through a stratified random sampling technique. Both descriptive and inferential analyses were performed on the data. The goal of making teachers reflective was hampered by the findings, which showed that some abilities were only partially integrated and others were poorly integrated. There were also notable disparities in how these skills were ingested by trainees at government and private teacher training colleges. In order to give trainee instructors worldwide a comprehensive educational experience, the study also identified the difficulties in incorporating these abilities, which will serve as a useful guide for developing and implementing teacher education curricula.