Vol. 1, Issue 1, Part A (2024)

This study explores the long-term influence of pre-service teacher training programs on teaching practices in rural educational settings. Drawing from qualitative and quantitative research across various teacher education institutions and rural schools, the paper investigates how foundational training translates into real-world classroom methodologies, pedagogical consistency, and adaptive teaching. It examines the retention of core competencies over time, barriers to effective implementation, and the contextual dynamics unique to rural environments. Findings indicate that while pre-service training positively shapes instructional methods, its effectiveness is moderated by institutional support, infrastructure, and ongoing professional development. The study concludes with recommendations for enhancing training modules to better suit the evolving needs of rural education systems.