Key points are not available for this paper at this time.
The current research is a qualitative study carried out using an explanatory research design. The purpose of this study is to examine pre-service EFL teachers' levels of perceived preparation and the notion of "preparedness to teach." Practicum Advisors (PA) and pre-service EFL teachers (PT), both groups being members of the same Department, participated in semi-structured interview sessions to gather data. The online semi-structured interviews involved eight practicum advisors and a total of eighteen PTs. A semi-structured interview analysis focusing on the definition of "preparedness to teach" identifies several essential elements, including dispositions/personal traits, pedagogical knowledge/skills, prior preparation, and interpersonal abilities. Education policy, teacher education programs, practicum/internship, and individual characteristics are found to have an impact on pre-service teachers' perceived preparation.
Kaya et al. (2024) studied this question.