Abstract

This study aims to systematically review the literature from the past 61 years on skills in pre-service teachers' practice courses, focusing on creativity, critical thinking, communication, and collaboration skills. Grounded in the 21st-century learning skills framework, the study emphasizes the importance of embedding these skills within knowledge fields to foster deep understanding and practical action. Utilizing a systematic literature review (SLR), 74 articles published between 1962 and 2024 were analyzed, with content analysis focusing on the skills developed in pre-service teachers' practice courses. The results highlight the crucial role of pre-service teacher education in career development, underscoring the need for programs that equip future teachers with knowledge, skills, and attitudes for effective teaching and lifelong learning. However, research reveals that a disconnect between theory and practice hinders the effectiveness of pre-service teacher preparation. This study emphasizes the importance of these skills in practice courses and suggests directions for future research, offering valuable insights for pre-service teachers in managing 21st-century skills. The study contributes to the limited literature on pre-service teacher practice courses, providing a comprehensive and critical review.

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