The role of a teacher has constantly evolved. We live in a world that is continuously changing, and what we know is just as essential as what we do with it. As a result, teaching entails much more than simply telling our students what we know. As instructors, we must assist children in navigating the world's increasingly complicated social, economic, environmental, and emotional concerns.

It was once expected that what we learn in school would endure a lifetime, and that imparting information and cognitive abilities would be at the heart of any teaching-learning process. In today's world, preparing students for the future necessitates a paradigm shift in instructional strategy from a knowledge and content domain to knowledge co-creation, from simply receiving content from textbooks to learning by experimenting, computing, and many other attributes that a student must possess to face this ever-changing world.

This necessitates a major paradigm shift in how instructors approach instruction and their professional development. 6 out of 10 instructors understand this need and are willing to take on the challenge to make a transformation in the way they teach and students learn. More teachers see their mission as equipping students with competencies and abilities for lifelong learning, rather than just imparting knowledge from textbooks and content-based knowledge. Despite all of the changes and reforms, more than half of India's classrooms continue to focus on knowledge delivery, and old techniques continue to dominate. It is critical to overcome this mismatch in order to prepare the teaching profession for the future.

How knowledge is imparted and instructional knowledge is transacted in classrooms determines the impact of teaching. Students will not be able to benefit from the teacher's expertise, no matter how excellent it is, if he or she does not know how to transact or transfer knowledge. As a result, it is critical that trainee teachers be taught how to record, assemble, and share classroom teaching professional knowledge at schools of education. Traditional schools of education place a greater emphasis on theoretical features and teaching models, and might be said to be divorced from the actual challenges of classroom teaching.

As a result, it is critical that global education courses for teachers focus on the know-how of lifelong teaching and on making teaching a more aspirational and professional path for teachers' career growth. So, what should the prerequisites for Global Education courses be, and what should they cover?

Improving learning outcomes in classrooms should be the goal of global education courses. Through classroom observations and collaborative practises, these courses should prepare teachers to learn from excellent practises.

One can learn the art of teacher interactions for starting lessons, transactional processes, the art of questioning, making content adjustments based on student response, the art of integrating current knowledge with classroom content, and ways to embed skill building alongside content delivery through classroom observations. With the present emphasis on activity-based learning, most classrooms place a lot of emphasis on how content is provided – through activity-based techniques – yet there are major pedagogical gaps in terms of student learning and how the instructor delivered the lesson.

Every Global education course should ideally be able to address components of classroom teaching know-hows, techniques to develop student skills, evaluation methods, and the use of technology to leverage optimal teaching practises. Teachers should observe and learn from one other in such courses, which should include a large practical component.

The key is to be able to identify pedagogical deficiencies while also meeting other requirements such as using technology, embedding abilities such as communication, critical thinking, and research skills, and ensuring that students are comfortable with conceptual content and assessment knowledge. It may seem like a long list of desirable qualities for an ideal class, but this is something that is absolutely necessary for a successful lesson.