Türkiye'de çocuklara İngilizce öğretiminde hizmet öncesi İngilizce öğretmenlerinin hazırlık durumları üzerine bir karma yöntem çalışması

This mixed-methods study explores the perceived preparedness of pre-service English language teachers in Turkey to teach English to young learners (YLs). Following the introduction of English as a compulsory subject in primary education, the need for age-appropriate teacher training has grown. However, existing research highlights a gap between theoretical instruction and real classroom demands in TEYL (Teaching English to Young Learners) contexts. To address this, the study used an explanatory sequential design, collecting quantitative data from 92 senior ELT students and qualitative data through interviews with eight volunteers. Quantitative results indicated generally high levels of perceived preparedness, with no significant differences based on gender or GPA. In contrast, the qualitative findings revealed key challenges, including a lack of teaching practice experience with YLs, difficulties in classroom management, material development, and emotional preparedness. Participants also emphasized the importance of hands-on experience and suggested improvements to course design and the structure of the teaching practice component. The study concludes that while senior ELT students report feeling prepared overall, their sense of preparedness is varied and often dependent on practical exposure. The findings offer valuable implications for improving TEYL courses and teaching practice policies in teacher education programs in Turkey. Keywords: Pre-service teachers, Young learners, Teacher preparedness, TEYL