Global trends in mathematics teacher education: Pedagogical practices and approaches for pre-service secondary teachers (2015-2025)

Abstract

There are various ways around the world in which pre-service mathematics teachers are trained.   This systematic review explores global approaches to training pre-service secondary mathematics teachers between 2015 and 2025. Guided by complexity theory and following PRISMA protocols, the study analysed 21 peer-reviewed articles from five continents. Thematic analysis identified five recurring areas: gaps in foundational mathematics knowledge, limited digital competencies, insufficient development of 21st-century teaching skills, the influence of teacher beliefs and attitudes, and the need for enhanced programme design. Findings reveal persistent challenges in content mastery, technological integration, and pedagogical preparedness. This research is significant in revealing systemic weaknesses in mathematics teacher education and emphasises the necessity for policy reforms that embed digital literacy, reflective practice, and emotional resilience within pre-service training. Overall, the study highlights the importance of holistic and adaptive teacher education models to equip future mathematics educators for complex, technology-driven classroom environments.