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The volume addresses worldview education, 21st-century learning needs, and sustainability through the 2030 UN Sustainable Development Goals. It also develops a socio-scientific issues framework, analyzes instructional technologies, and considers distance education. 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Times New Roman, Italic, Bold.  \nAuthors of the chapters in this book accept that the materials included in the chapter do not violate copyright laws. All sources have been appropriately acknowledged and/or referenced. Where required, appropriate permissions have been obtained from the original copyright holder(s) .  \nDate of Publication  \nNovember, 2025  \nPublisher  \nISTES  \nMonument, CO, USA  \nContact  \nInternational Society for Technology, Education and Science (ISTES)  \n[http://www.istes.org](http://www.istes.org)  \n[istesoffice@gmail.com](istesoffice@gmail.com)  \nCitation  \nTurgut, H., Akman, Ö., & Önal, A. (Eds.) (2025) . Current issues in teacher training. ISTES.  \nTable of Contents  \nForeword ................................................................................................................................... ii  \nCHAPTER 1-Worldview Education in Teacher Training Programs .............................. 1  \nHalil TURGUT  \nCHAPTER 2-The Need for Learning in the 21st Century ................................................ 24  \nÖzkanAKMAN, Fatmanur ŞAHAN  \nCHAPTER 3-Sustainable Development and Education................................................... 47  \nPelinKÖSEOĞLU  \nCHAPTER 4-Socio-Scientific Issues in Teacher Training ............................................... 75  \nAysun ÖZTUNA KAPLAN  \nCHAPTER 5-Instructional Technologies......................................................................... 107  \nHüseyin KARAASLAN  \nCHAPTER 6-The Role of Distance Education in Teacher Training ............................ 133  \nAyşin Gaye ÜSTÜN  \nCHAPTER 7-Measurement and Evaluation Processes in Teacher Training............... 160  \nKağan BÜYÜKKARCI  \nCHAPTER 8-How to Teacher, under the Influence of Praxis Shock…........................ 183  \nAhmet ÖNAL  \nCHAPTER 9-Establishment of Teacher Academy ......................................................... 209  \nAli BOZKURT, Mustafa Çağrı GÜRBÜZ  \nCHAPTER 10-Accreditation in Teacher Training Programs: Ensuring Globality .... 236  \nAyfer SU BERGİL  \nForeword  \nChanges in the demographic structures of countries, socio-economic developments, and the search for innovations required by the age make it necessary for the teacher education process to be continuously reviewed and improved. In this context, the content of teachereducation programs, as well as the principles on which they are based, must be updated and revised institutionally to ensure their effective implementation. This book has been prepared in response to this need, with the expectation that several fundamental issues—whose reconsideration is essential in nearly all teacher-training programs—will be brought back into focus. In this respect, the opening chapter establishes the philosophical foundation of this volume by introducing the concept of worldview and outlining its principal classifications. By examining the naturalist worldview underlying modern science, it invites readers to reflect on the epistemological assumptions that shape contemporary educational practices. The chapter situates worldviews within learning environments and instructional decision-making, demonstrating that teaching is not merely technical but deeply value-laden. It concludes by offering concrete recommendations for preparing future teachers to recognize, interrogate, and responsibly navigate worldview issues as part of their professional formation.  \nBuilding on this conceptual grounding, the second chapter turns to the rapidly transforming landscape of the 21st century and the corresponding need for new learning skills. It critically examines the limitations of traditio","cbCaibLlW487Ki5e","https://ap.wps.com/l/cbCaibLlW487Ki5e","pdf",8121911,275,"English","# Foreword\n## Table of Contents\n# Chapter 1 - Worldview Education in Teacher Training Programs\n# Chapter 2 - The Need for Learning in the 21st Century\n# Chapter 3 - Sustainable Development and Education\n# Chapter 4 - Socio-Scientific Issues in Teacher Training\n# Chapter 5 - Instructional Technologies\n# Chapter 6 - The Role of Distance Education in Teacher Training\n# Chapter 7 - Measurement and Evaluation Processes in Teacher Training\n# Chapter 8 - How to Teacher, under the Influence of Praxis Shock…\n# Chapter 9 - Establishment of Teacher Academy\n# Chapter 10 - Accreditation in Teacher Training Programs: Ensuring Globality","[{\"question\":\"What motivates the need to review and improve teacher education programs?\",\"answer\":\"Demographic changes, socio-economic developments, and the search for innovations required by the age make continuous review and improvement necessary, so programs and their underlying principles can be updated for effective implementation.\"},{\"question\":\"How does the book describe worldview education in teacher training?\",\"answer\":\"It introduces worldview, outlines major classifications, and examines the naturalist worldview behind modern science. The chapter links worldviews to learning environments and instructional decisions and offers recommendations for future teachers to recognize and navigate worldview issues responsibly.\"},{\"question\":\"What is the focus of the socio-scientific issues chapter?\",\"answer\":\"It presents Socio-Scientific Issues as an integrative framework connecting scientific knowledge with ethical, political, and social implications. The chapter evaluates SSI’s pedagogical potential, discusses models like Sadler’s framework and the SSI-5E model, and argues for embedding SSI in teacher education to prepare educators for complex societal challenges.\"}]","Current Issues in Teacher Training - Editors | PDF",1792053934,693]