This study explores how a university-embedded, practice-based course design can enhance the perceived confidence and readiness of pre-service English as a Foreign Language (EFL) teachers in Spain. It responds to longstanding concerns about the theory-practice gap in EFL teacher education, particularly in relation to pre-service teachers’ confidence in lesson planning, classroom teaching, and use of English as the instructional language. The study was conducted over two academic years and involved 92 participants enrolled in EFL-focused university courses. A mixed-methods approach was adopted, combining pre- and post-intervention questionnaires with final written reflections. Quantitative findings demonstrated significant self-reported gains in pre-service teachers’ perceived confidence and preparedness, especially in lesson planning, classroom management, and target language use. Qualitative results highlighted the importance of feedback, collaborative planning, and real classroom practice in bridging the gap between theoretical knowledge and practical demands. The findings suggest that short-term, course-embedded interventions can meaningfully enhance early-stage professional development and offer a feasible alternative to large-scale practicum reform. This study contributes to growing evidence supporting practice-based teacher education and offers implications for integrating situated learning experiences into EFL teacher preparation programs.
Aída García-Tejada (Thu,) studied this question.