Perceived Readiness for Teaching among Teacher Education Students at an Ecuadorian University
Abstract
This study examines the perceived readiness for teaching among fifth- and sixth-semester students of the National and Foreign Language Pedagogy (PINE) program at the Universidad Estatal del Sur de Manabí (UNESUM). Using a quantitative approach, a survey with 15 Likert-scale items was administered to 104 students. Results indicate a moderate to high level of perceived readiness (M = 3.68). Future teachers showed greater confidence in their motivation for continuous learning, motivating students, and integrating digital tools. However, they reported lower preparedness in oral English proficiency (speaking and listening) and practical classroom experience. The study identifies strengths in affective aspects and areas for improvement in linguistic and practical competencies. These findings highlight the need to strengthen practical training and oral skills within the PINE curriculum to better prepare future English teachers in Ecuadorian contexts.
Keywords: Perceived readiness, teacher self-efficacy, teacher education, English as a Foreign Language, PINE, UNESUM.
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