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Abstract
This study investigated the perceptions of readiness among 46 fifth-year pre-service teachers enrolled in the education department of a private university. Using purposive sampling, participants were selected to ensure variation in teaching practice experiences and subject specializations. The study aimed to understand the extent to which these future teachers feel prepared for real classroom teaching. A qualitative phenomenological approach was employed, and data were collected through semi-structured interviews. Thematic analysis following Braun and Clarke’s six-phase framework was applied to analyze the data. Six major themes were identified: (1) perceived preparedness anxiety, (2) theory–practice disconnect, (3) influence of mentorship, (4) curriculum training gaps, (5) program improvement recommendations, and (6) impact of preparedness on motivation and retention. The findings revealed a noticeable gap between theoretical knowledge and authentic classroom application, particularly in classroom management, inclusive pedagogy, and technology integration. Theoretically, the study proposes a developmental continuum of teacher readiness linking experiential learning and professional identity formation. Practically, the findings highlight the need for practice-embedded curricula, structured mentorship systems, and strengthened school–university partnerships to enhance readiness and teacher retention.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
PEDAGOGICAL RES, Volume 11, Issue 2, April 2026, Article No: em0265
https://doi.org/10.29333/pr/18607
Publication date: 26 May 2026
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