Authors : Shireen Razzaq, Maryam Baig, Dr. Muhammad Jamil
DOI : 10.59075/jssa.v4i1.605
Volume : 4
Issue : 1
Year : 2026
Page No : 1700-1709
The educational system is transforming in important ways, due to advances in technology, and a different view regarding what educators should do in the classroom. It calls for a thorough investigation of the pedagogy and training of teachers with the skills they acquire to face the challenges of the 21st Century. This was a qualitative study with a phenomenological research design, which was conducted to explore 'how teachers experience the profession' while engaged in teacher preparation during periods of rapid change in education. 9 participants were selected through purposive sampling from onc center of the Quaid-e-Azam Academy for Educational Development (QAED), Punjab, Pakistan. Data were collected through self-developed semi-structured interview guide and analyzed by reflexive thematic analysis. Three major themes emerged: technological integration in teacher training, need for social-emotional learning (SEL) in teacher training, and limited opportunities for teacher professional learning. The reflective experiences of the participants revealed significant difficulties relevant to the effective use of technology: difficulties in accessing digital infrastructure, limited resources around materials and preserve a teacher-centered curricular orientation. Further, flexibility, sympathy, and a desire for life-long learning were repeatedly found to be important traits of good teachers in an evolving educational environment. The study provides an argument that teacher training programs do not provide the necessary technologies and socio-emotional skills for the classroom today. It proposes the school teacher, as education practitioner, to be involved with a forward-progressive model of teacher education. The findings also have relevance to educational planners, policymakers, curriculum planners and school administrators who should ensure that teacher education matches the global norms in teacher excellence.