Teacher Training, and Associated Problems and Solutions in the 21st Century's Azerbaijan

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Significant reforms were implemented in the education sector of Azerbaijan after the country gained independence, initiating integration with global educational standards. A key focus was ensuring secondary schools were staffed with subject teachers competent in meeting contemporary requirements, highlighting the importance of a policy for young educators. Consequently, the study examined the professional skills of graduates from the Azerbaijan State Pedagogy University, who would teach geography in this new era. The study delved into the educational engagement of secondary school students, particularly those with well-educated parents, access to modern technology, and the ability to source information globally. It specifically considered the capabilities of geography teacher graduates to engage students' attention and the professional skills necessary for this task. Identified deficiencies were scrutinized, and strategies for their resolution were investigated. Higher education reforms, the shift from Soviet educational practices to the Bologna system was analyzed and contrasted. The study entailed a theoretical evaluation of the professional skills of Azerbaijan State Pedagogical University's geography teacher graduates, scrutinizing the curricula and subject content designed to foster these skills. An assessment of the educational process pinpointed organizational and instructional shortcomings in lectures and seminars. The research culminated in pinpointing gaps in the professional competencies of geography teacher graduates, proposing methods to rectify these gaps and align graduates' skills with contemporary standards.