Agile or fragile: Are you ready to teach English? EFL Pre-service Teachers’ Preparedness for Teaching

Pre-service English Language Teachers’ State of Preparedness to Teach and Its Sources in Field Experience

“…Higher teaching efficacy perceptions are related to pedagogical knowledge, skills, and competencies gained through faculty education, which is a frequently cited reason for high level of perceived preparedness to teach in the related literature (Darling-Hammond et al, 2002a;Housego, 1990). Recent studies in the English language teacher education context in Turkey also show that PSTs perceive faculty education and pedagogical skills as empowering them to be prepared to teach (Kılıc, 2020) and conceive faculty education as a time where they relate theory with practice (Selçuk & Genç Yöntem, 2019). Without a doubt, faculty education is the stage where initial professional knowledge and skills are acquired (Darling-Hammond et al, 2002a, 2002b.…”

A qualitative study on the perceptions of preservice EFL teachers and practicum advisors on preparedness

“…The results demonstrated that although they were first uneasy owing to their lack of professional expertise, weekly feedback improved their readiness and self-assurance, pointing to a successful trend in their teaching methodology. Kılıç (2020) studied how Turkish pre-service EFL instructors felt about how prepared they were for the classroom. Effective language instructors should have interpersonal, classroom management, technological, and pedagogical skills, according to a study done through in-person interviews with ten teachers.…”

“…Personal attributes are also covered, such as motivation and readiness to teach. According to Kılıç (2020), being a teacher involves a large time commitment to personal traits and preparation. According to Klassen and Tze (2014), personality qualities are a major factor in PTs' preparedness, despite their efficacy.…”

“…Türk yükseköğretiminde öğretmen hazır bulunuşluğuna ilişkin son araştırmalar Eğitim Bilimleri Fakültelerinde yapılmış ve tüm bölümlerden öğretmen adaylarını kapsamıştır. Aynı zamanda, hizmet öncesi öğretmen hazır bulunuşluğunu nicel olarak incelemeye yönelik bir araştırma eğilimi vardır (Güner, 2022;Karaca, 2019) ve nitel desen alanında daha az araştırma yapılmıştır (Kılıç, 2020). Yukarıda belirtilen araştırma makalelerinin bolluğuna rağmen, Türkiye'de bir alana özgü öğretmen eğitimi programında öğretmen adaylarının hazırlık algılarına odaklanan çalışmalara ihtiyaç vardır.…”

“…As a result, there is a need to find the boundaries of the phrases not only from the views of pre-service teachers (PT) but also from their instructors. Recent research studies on teacher preparedness in Turkish higher education have been conducted at Educational Sciences Faculties and included teacher candidates from all departments, with a quantitative dominant research trend to investigate pre-service teacher preparedness quantitatively (Güner, 2022;Karaca, 2019) and less research in qualitative design (Kılıç, 2020). Despite the abundance of research papers stated above, several studies concentrating on the preparation perceptions of teacher candidates in one subject-specific teacher education program in Turkiye are required.…”