Abstract
This study sought to align initial teacher education (ITE) with the sustainable development goals (SDGs) and principles of sustainable education, emphasizing aspects such as critical thinking and interdisciplinary approaches. By examining the intellectual professional responsibility paradigm in teacher education and reviewing global ITE reforms, this study identified an emphasis on partnerships. This indicates that modern teacher education is becoming more adaptable and integrative. Notably, these partnerships serve as a methodological foundation in all stages of the ITE system: input, process, and performance evaluation. Taking note of this, a model was devised that is built on three axes: input, focusing on which teacher candidates to select; process, focusing on how to educate them; and evaluation, which includes discussions on the accreditation of teacher training institutions. Lastly, the significance of this study lies in its application of the proposed model to the ITE systems of Singapore and Finland, both of which emphasize the sustainability of teacher education. By extracting specific policy factors and implications from each area, foundational data were prepared for discussions on potential domestic applications in the future.
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