This research aimed to identify key themes and major findings in recent studies on pre-service teacher education. It also sought to examine the research methods commonly employed in the selected studies and explore the suggestions and implications for improving pre-service teacher education. To gather data, journal articles were sourced from the Research Information Service System (RISS), and a total of 18 articles were selected through a multi-stage screening process. The data were analyzed using constant comparison, thematic analysis, and inter-coder reliability to ensure the trustworthiness of the findings. As a result, seven major themes emerged: 1) technology integration & digital competence, 2) multicultural education & culturally responsive teaching, 3) creativity, multiliteracies, & critical literacy, 4) teaching motivation, identity, & beliefs, 5) reflective practice, microteaching, & teacher talk, 6) practicum & field-based learning, and 7) curriculum design, instructional quality, & evaluation. The study also revealed that the selected studies utilized various research methods, including quantitative, qualitative, mixed methods, case studies, and action research. Additionally, this study discusses the suggestions and pedagogical implications for each theme.
1. Introduction
2. Literature Review
3. Method
4. Findings
5. Conclusions and Implications
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