This article explores the preparation of teachers for phenomenon-based pedagogy (PhBP), focusing on the essential skills, training models, and classroom realities. The study examines contemporary approaches to teacher education, highlighting how educators can develop competencies in inquiry-based, interdisciplinary, and student-centered learning. It also discusses challenges faced in classroom implementation and provides recommendations for effective training programs that bridge theory and practice.

Phenomenon-based pedagogy, teacher preparation, professional development, inquiry-based learning, interdisciplinary teaching, classroom implementation, teacher training models.

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Hakkarainen, K., & Sintonen, M. (2020). Phenomenon-Based Learning in Schools: Teacher Competencies and Professional Development. Routledge.

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Schmidt, W., & Houck, C. (2022). Designing Interdisciplinary Curriculum: Theory and Practice for Phenomenon-Based Learning. Springer.

Takala, M., & Kumpulainen, K. (2018). Teachers’ Experiences in Implementing Phenomenon-Based Pedagogy: Challenges and Opportunities. Journal of Curriculum Studies, 50(5), 623–641.