The temporary closures of Higher Education Institutions (HEIs) due to the COVID-19 pandemic are no longer in news, because most countries have stopped face-to-face teaching but bridge the gap between teacher and students through Online-Education. Although the impact of the pandemic on HEIs was abrupt and there was no back-up plan other than to attempt to continue classes online to help students who need assistance to continue their learning. Indeed, one could say that the pandemic brought opportunities with uncertainty. On one side, it helped to explore new ideas to continue education whereas on the other hand it  added a further degree of complexity to education globally particularly providing education to students residing in backward region because of the unresolved challenges it faced such as in accessibility of online classes due to lack of internet facility or knowledge about ICT. It is truly said that, “A school is not paradise. But school is a place where paradise can be created”. In the same way, “The online classes with all its limitations remain a location of great possibility for the development of the students”. In the past few months, we have gone from Classroom to zoom, from pedagogy to ‘panicgogy’. During this period much has been changed and so redefining Teacher Education which is going to play a major role in future is the need of an hour. The objective of this study is to identify the areas of teacher education which needs to be redefined to develop necessary skills in pupil teachers to participate actively in online teaching trends in education. To provide necessary suggestions with respect to teacher education to achieve the objectives of education in present scenario.

Keywords: Higher Education, COVID-19, Pandemic, Online Education, Redefining, Teacher Education.