Hazel P.
Acosta
BSED 3- English
BSEE 31-Language Research
Journal Article Annotation #4
Title of the Journal Article: Exploring Pre-service Teachers’ Perceptions of
Preparedness for Teaching in Indonesia
Author, Year of Publication, Name
of Journal/Publication
Tutyandari Caecilia, 2020
Melbourne School of Education
University of Melbourne
A short summary of the article including main research
question, methods, results/findings, and conclusions,
then the main issues and your insight/s
The purpose of this study is to look at how pre-
service teachers see their readiness to teach in Indonesian
contexts through the views of English language student
teachers. Accordingly, two questions were addressed to
expound on the study's focus, specifically, what factors
influence pre-service teachers' perceptions of their readiness
to teach in Indonesia? To achieve the results of these
investigations, a convergent mixed-methods technique was
used. Both qualitative and quantitative data sets were
regarded equally valuable. A Likert-scale survey was used to
collect quantitative data, while an open-ended survey, an
interview, and pre-service teachers' own written reflections
on their experiences were used to collect qualitative data.
Motivation for teaching, professional self-efficacy, personal
views about teaching, and opinions of the teacher education
program's contribution were all identified as factors in
teacher preparedness in the statistical analysis. Haite (2012)
found that teacher competences had a significant impact on
student learning and academic success in the classroom.
(Haite, 2012; Rauduvaite,Lauauseine, and Barkauskaite,
2015). However, these standards are dynamic and informed
by local or national context and concerns. For example, In
21st century education, teachers are expected to enhance
their collaboration with learners and parents to attain
successful education as well as to improve their abilities to
integrate technologies in learning in order to create a more
engaging atmosphere with students (Kaufman, 2013). As a
result, teacher preparation is critical in providing potential
teachers with theoretical and practical learning opportunities.
The statistical findings were largely consistent with those of
the thematic analysis, which indicated the participants'
tenacity, resilience, and commitment to teaching, especially
from the interviews. These individual qualities highlight the
importance of personal dispositions in the professional
development of pre-service teachers.
Hazel P. Acosta
BSED 3- English
BSEE 31-Language Research

I conclude that the interconnectedness of personal,

social, and academic elements shapes pre-service teachers'
perception of readiness for teaching. Each pre-service teacher
carries their personal foundations into the teacher education
program, which include motivation and beliefs. Their
professionalism has been influenced by their experiences with
a variety of situations through their coursework and teaching
practicum, including their self-efficacy in teaching,
perseverance, and resilience. Furthermore, the sense of
preparedness or readiness for teaching among pre-service
teachers is an important aspect in the route to becoming a
successful teacher.