The current educational quality reform in the world is aimed at preparing students for an uncertain future, recognizing and solving complex problems, acquiring adaptive skills, cultivating an entrepreneurial mindset, and supporting and developing innovators and business leaders. Based on this, the need for teachers who direct the goals of primary education to develop adaptive, independent work, and communication skills, and who develop these skills, has led to the formulation of a new program concept, goals, subject content, and methodology. For example, the updated core concepts of the program concept are:
Based on the learning style of new-age students
Developing a results-based education system (Government Action Program 2016-2020)
Providing equal opportunities for everyone to receive quality education, 2. Education as a guarantee of individual development and family life, 3. Strengthening the lifelong learning system as the foundation of national development. (Vision 2050, Long-term Development Policy of the Republic of Mongolia)
The need for educational change, (Jarvis P., 1989) from teaching to learning, lifelong learning, making MTC a tool for knowledge dissemination, interdisciplinary knowledge…
The role of the teacher should be to create a learning culture, be a coach, engage in dialogue, debate, discussion, support social relations, and provide psychological support (Ariunbold.J, 2022., SKBOAZ)
Realizing that the concept and paradigm adopted in the education sector have been exhausted, redesign the education system and training institutions with all-round participation based on systems thinking (Badarch.D, Systems Thinking)
Support humanistic values in all aspects
Prepare for the labor market and prepare for a sustainable future through lifelong learning of skills and competencies
Make the future of electronic and human relations equally accessible and ethical (7 directions for changing universities, Comprehensive policy on higher education from 1999 to 2030)
While the definition of the teaching profession considered the professional competence of the teacher and the competence of the subject taught as a framework, the evolving education reform divided the scope of the professional competence of the teacher into four competences: being a good teacher every day, knowing what you are teaching, supporting and guiding your students, and taking your place in society. Based on this, the scope of the teacher training competence of the Teacher Training School has been defined as three competences since 2014: personal competence, professional competence of the teacher, and professional competence of the specialization, and has been classified into the following competences: teaching subjects, conducting research, program and content development, emotional, sociocultural, lifelong learning, communication, information communication, environmental, digital language, and thinking, and has defined the goals of teacher training. In 2014, when developing the new century teacher model, we defined our values and attitudes, and based on this, we defined the basic competencies of the individual, the professional competencies of the teacher, and the competencies of the academic subject.