Vol. 2, Issue 2, Part A (2025)

The effectiveness of teacher education programs (TEPs) is pivotal for shaping future educators. However, significant discrepancies exist in pedagogical methods employed in urban and rural teacher education settings. This research aims to compare and contrast the pedagogical approaches used in urban and rural teacher education programs, identifying the factors contributing to these differences. By utilizing a mixed-methods design, qualitative interviews and quantitative surveys were administered to teacher educators and students across urban and rural teacher education institutions. The findings indicate that urban teacher education programs tend to emphasize modern, technology-driven pedagogical methods, while rural programs often rely on traditional, resource-constrained teaching strategies. This research highlights the influence of socio-economic, cultural, and infrastructural factors in shaping pedagogical practices in these two settings. The research also explores how teacher educators in both settings perceive the adequacy of their pedagogical training and the challenges they face in meeting the educational needs of diverse student populations. The research further investigates the impact of these pedagogical methods on student outcomes, including teaching efficacy, learner engagement, and content retention. This comparison is crucial for informing policy recommendations aimed at bridging the pedagogical divide between urban and rural teacher education programs. The research concludes by proposing strategies for enhancing pedagogical training in rural settings and fostering more inclusive, adaptive educational practices across all teacher education programs.