Abstract This study examines the process of embedding professional readiness initiatives within the context of an increasingly crowded initial teacher education (ITE) curriculum. Using a pilot intervention as a case, the study explores both the implementation of a program designed to foster readiness for professional practice and the challenges of conducting research within policy-driven and congested ITE programs. Readiness, conceptualised to be pre-service teachers’ perceived capacity to meet the professional, interpersonal, and pedagogical demands of classroom practice, was explored using a mixed-methods design framed by social exchange theory. The intervention comprised three components: completion of BRiTE resilience modules, participation in mixed-reality simulations, and engagement in online scenario-based learning activities. Data were collected through pre- and post-intervention surveys and open-ended feedback. Findings indicated modest increases in participants’ confidence and preparedness to teach, particularly in managing classrooms and communicating with parents. However, high attrition and limited engagement highlighted substantial institutional and structural barriers to both implementation and participation. These findings reflect the ongoing tension in ITE between the need to develop “classroom-ready” graduates and the constraints imposed by policy-driven, crowded curricula. Broader implications are drawn for improving the alignment between teacher education policy, program design, and the research needed to inform both.
Granziera et al. (Tue,) studied this question.