Pre-service teacher teaching readiness: The mediating role of field experience

This study aims to determine the effect of pedagogical competence, microteaching quality, and self-efficacy on teaching readiness through School Field Experience (PLP) as a mediating variable. The research population comprised 177 economics education students from the classes of 2019 and 2020. The sample for this study consisted of 123 students. Data were collected through a questionnaire, and the analysis methods employed were descriptive analysis and path analysis. The results indicated that pedagogical competence and microteaching quality have a positive effect on teaching readiness. However, self-efficacy does not affect teaching readiness. Additionally, school field experience mediates the association of pedagogical competence, microteaching quality, and self-efficacy on teaching readiness. Based on the findings, improvements in pedagogical competence, microteaching quality, self-efficacy, and school field experience contribute to enhanced teaching readiness among pre-service teachers. The study suggests that pre-service teachers should engage in activities related to teaching practice to build mental resilience. Furthermore, study programs should optimize teaching practice activities, and future research should further investigate the factors that predict teaching readiness. • Revealing the key drivers of pre-service teaching readiness • Field Experience mediates competence, microteaching, and self-efficacy effects • Highlights Indonesia's gap: urban-focused training vs rural teaching realities