Öğretmen hazırlığı kavramı ve hizmet öncesi İngilizce öğretmenlerinin öğretmeye hazır olma algıları üzerine bir karma yöntem çalışması

Conducted with Explanatory Research Design, the current research is a mixed-methods study conducted to investigate pre-service teacher preparedness. The quantitative aspect of the study focuses on the preparedness levels of pre-service EFL teachers via Preparedness to Teach Scale. It was applied to a total of 61 Turkish senior pre-service EFL teachers studying at Anadolu University. Additionally, qualitative aspect of the research aims at investigating the concept of 'preparedness to teach' and factors affecting pre-service EFL teachers' preparedness levels. The data was collected through semi-structured interview sessions with pre-service teachers (PT) and faculty instructors (FI). A total of 18 PTs and 8 faculty instructors took part in the semi-structured interviews online. The quantitative analysis showed that senior Turkish pre-service EFL teachers perceive themselves as 'well-prepared' to teach English. The semi-structured interview analysis regarding the meaning of 'preparedness to teach' outlines some core components as interpersonal skills, preparation beforehand, pedagogical knowledge/ skills, and dispositions/ personal qualities. The perceived preparedness of pre-service teachers is found to be impacted by practicum/ internship, teacher education program, personal factors, and education policy.