Pre-service Teachers’ Perception of their Educational Preparation

This study aimed at investigating the pre-service teachers’ views of theireducational preparation taking into consideration six study domains, namely:planning and preparation for instruction, classroom environment, professionalresponsibility, teaching skills, time allotted for learning different subjects, and timeallotted for learning certain skills in the program. The differences among the sixdomains and pre-service teachers’ demographic information such as gender, preserviceteachers’ study majors, and the school level they were prepared to teach(Basic vs. Secondary) were investigated. Additionally, the study examined theextent to which the six study domains predicted the pre-service teachers’ teachingskills. Findings of the study revealed that pre-service teachers have positive viewson their own pedagogical preparation. In responding to their perception pertinent tothe six domains of this study, the majority of the pre-service teachers thought thatthey had been “highly prepared” or “well prepared”. However, there were nostatistically significant differences in terms of the pre-service teachers’ gender andteaching majors. Other findings were discussed and the study gives somerecommendations.