Asian Journal of Education and Social Studies

This systematic review investigates the pedagogical competencies essential for teaching mathematics at the secondary level, with a specific focus on pre-service teacher training in India. Against the backdrop of global educational reforms and India’s National Education Policy (NEP) 2020, the paper explores how foundational frameworks like Pedagogical Content Knowledge (PCK) and Technological Pedagogical Content Knowledge (TPACK) are interpreted and implemented in teacher education. The study aims to identify core teaching competencies, evaluate their integration into curricula, and assess the effectiveness of training programs in preparing future educators.

Employing a systematic literature review methodology aligned with PRISMA guidelines, the study analyzes 54 peer-reviewed articles, national policy documents, and international frameworks. Key thematic areas include the classification of pedagogical competencies, curriculum alignment with national standards, evaluation practices, and theoretical models underpinning teacher development. The findings reveal significant gaps in the practical application of competencies, a disconnect between theoretical instruction and classroom realities, and uneven institutional capacity for integrating digital tools and reflective practices.

The review underscores the urgent need for context-sensitive reforms that embed structured mentorship, experiential learning, and longitudinal assessment into pre-service training. It argues for a shift toward evidence-based, digitally enabled, and equity-oriented teacher preparation models. Ultimately, the paper contributes to shaping a future-ready teacher education system that is coherent with both national priorities and international benchmarks.