Understanding Pre-Service Teachers’ Conceptions of their Teaching Practices Preparedness in the Higher Education Context

This study aimed at understanding the extent to which the potential teachers feel prepared for real teaching in classrooms. The study targeted 46 pre-service teachers from a private institution’s education department. Moreover, this study grounded on the context of higher education institution. With the use of qualitative methods, semi-structured interviews gathered from the field. In addition, data were analyzed using thematic analysis. Revealed that while pre-service teachers are well-grounded in pedagogical theory, the majority of the participants felt insufficiently equipped to handle the actuality of teaching. Mentorship was found to be a significant contributing factor to teacher readiness. Students who were exposed to training mentors had greater confidence and had realistic teaching skills. Examples of such mentorship were, however, not consistent among the research group. The study concluded that teacher preparation programs at higher learning institutions must be re-developed to prioritize practical teaching approaches, differentiated instruction, and integration of technology.