Unveiling metacognitive awareness in the teacher training

This systematic review examines the main challenges faced by pre-service teachers during the planning and implementation phases of their teaching practicum. Using the PRISMA protocol and a mixed-methods design, 133 peer-reviewed articles published between 2014 and 2024 across 33 countries were analyzed. The review identifies five key domains of difficulty: classroom management and instructional planning, technological infrastructure and digital preparedness, institutional and mentor support, critical and reflective thinking, and diversity and inclusion in classroom environments. The analysis shows that insufficient resources, limited support from mentors, inadequate training in digital pedagogy, and sociocultural constraints reduce pre-service teachers’ confidence and effectiveness in applying instructional plans. The transition to online teaching during the COVID-19 pandemic further revealed systemic limitations in digital infrastructure and pedagogical preparation. The findings suggest the need for coordinated improvements in teacher education programs, including access to stable technological tools, integration of practical digital pedagogy, and structured mentoring that combines instructional guidance with socio-emotional support. This review contributes to the understanding of barriers in pre-service teacher preparation and offers evidence-based directions for improving teaching practice across educational contexts.