Foundations of Teacher Education via Polytechnic Approach: An International Paradigm to Overcome the Theory–Practice Dilemma

This study addresses the chronic theory–practice gap in teacher education by conceptualising a novel Polytechnic Teacher Education Approach. Through a systematic review of global teacher training models in Web of Science, Scopus and ERIC, the study analysed existing clinical practice frameworks. The findings reveal a distinct absence of a unified system that integrates simultaneous pedagogical production, continuous praxis and spatial faculty–school cohesion. Consequently, it concludes that polytechnic philosophy must be re-contextualised from industrial material production to intellectual pedagogical craftsmanship, thereby eliminating traditional isolated practicums. It is recommended that policymakers restructure educational faculties into integrated co-production ecosystems, requiring a radical paradigm shift in both institutional architecture and in-service mentoring to foster authentic omnilateral teacher development.