LEVEL OF READINESS

The history of readiness encompasses the evolution of pre-service teacher education

programs in the Philippines. Several studies have shed light on the historical developments,
including changes in curriculum, teaching methods, and policies, that have influenced the level
of readiness of pre-service teachers over time. Ulla (2016) examined the transformation of pre-
service teacher education programs in the Philippines and highlighted the impact of curriculum
reforms on the readiness of future teachers. Afalla and Fabelico (2020) explored the changes in
teaching methodologies and instructional approaches within teacher education programs,
emphasizing their influence on the readiness of pre-service teachers. These studies contribute to
our understanding of the historical context and factors that have shaped the level of readiness
among pre-service teachers in the Philippines. By examining the evolution of these programs,
policymakers and educators can gain valuable insights into the strengths and weaknesses of
current practices, leading to targeted improvements and interventions to enhance the readiness of
pre-service teachers in the country.

The term "readiness" is frequently used to describe a learner's capacity for acquiring
information and changing behavior to achieve effective learning outcomes. It implies that
students must be consistently prepare to study and utilize their full potential to benefit from
educational interventions in school (Chorrojprasert, 2020). Pre-service teachers of high caliber
possess strong employability skills and are well-prepared for the workforce (Alchin, 2019). The
level of readiness among pre-service teachers in the Philippines is explored in studies (Afalla &
Fabelico, 2020; Malabanan et al., 2022), providing an overview of their competencies, including
content knowledge, pedagogical skills, and attitudes toward teaching, thereby assessing their
preparedness to enter the teaching profession. Teacher preparation programs have faced criticism
for their inadequacy in addressing structural and cultural barriers, teacher resilience, and other
challenges (Zeichner, 2014; Gatti and Catalano, 2015; Mansfield et al., 2016).

Moreover, the COVID-19 pandemic has compelled educational institutions worldwide to adopt
remote teaching and learning methods, significantly affecting pre-service teacher education
programs. Several studies (besser & baker, et al. 2020 ; Agopian, 2022) emphasize the sudden
shift from face-to-face to online instruction, which resulted in challenges related to technological
competence, limited access to devices and stable internet connection, and unfamiliarity with
online teaching platforms. This disruption necessitated a quick adjustment to the new learning
environment and created varying levels of readiness among pre-service teachers. Studies (Afalla
& Febelico, 2020; kihwele & mtandi, 2020) explored the impact of the transition on pre-service
teachers' pedagogical knowledge and skills. Thanks to the utilization of technology, online
learning in higher education has lately undergone a shift from being instructor-led to learner-
centered (Ituma, 2011). The capacity of online learning to get over the time and space constraints
present in conventional educational environments is one of its benefits (Bates, 2015). However,
students must be ready and prepared to learn in this new style in order to completely benefit from
online learning. Findings indicated that online instruction led to limitations in their ability to
observe and practice teaching strategies, reducing their confidence and self-efficacy.
Additionally, pre-service teachers encountered difficulties in fostering student engagement and
maintaining classroom management in virtual settings, as reported by several researchers
(Naponoy et al., 2020)

The scope and instruments used to measure the level of readiness are discussed in studies
(Egede, 2021; Rodriguez et al., 2016), employing various assessment tools such as surveys, self-
report measures, and performance-based evaluations to gauge their readiness across different
teaching domains. Additionally, studies (Afalla & Fabelico, 2020; Koc & Nesrin, 2010) highlight
the impact of teacher education programs on pre-service teachers' readiness, indicating that well-
designed curriculum, field experiences, and practicum opportunities significantly contribute to
their preparedness for the teaching profession. Mentorship and supervision play a crucial role in
developing their readiness by providing guidance, support, and constructive feedback (Hill,
2021; Moody, 2009). Teachers are expected to have knowledge of various teaching
methodologies and successful utilization of information and communication technology to
facilitate the development of their students' 21st-century skills (Valtonen et al., 2017). Therefore,
teachers also need to be knowledgeable about the development and use of these 21st-century
skills (Valli et al., 2014). Acquiring these skills through teacher education programs is crucial in
preparing future educators.
Factors influencing the challenges include socio-cultural aspects such as cultural beliefs,
classroom management in diverse settings, and student characteristics (Batugal, 2019; Napanoy
et al., 2021). Inadequacies in the education system, including limited resources, overcrowded
classrooms, and outdated teaching methods, also impact their readiness (Batugal, 2019; Silva et
al., 2021). Also, ocio-cultural factors and the ability to cater to the needs of diverse learners pose
challenges to pre-service teachers (Williams & Morgan, 2011). The significance of self-efficacy,
professional identity, and attitudes towards teaching in shaping pre-service teachers' readiness to
engage in effective teaching practices is emphasized (Ekici, 2018; Nikoçeviq-Kurti, 2012).
Additionally, studies (Hennissen, et al , 2011) explored the significance of mentorship and
guidance in supporting pre-service teachers during the transition. Findings revealed that regular
communication with mentor teachers and experienced educators provided valuable guidance,
feedback, and emotional support, positively influencing pre-service teachers' readiness and
confidence in the online teaching environment. Also, the role of universities and teacher
education institutions in preparing pre-service teachers for online instruction. Providing pre-
service teachers with ample opportunities to observe real classroom settings and the diverse
responsibilities of teachers is crucial (Chong, Ling, & Chuan, 2011; Bird & Hudson, 2015).
Researchers and practitioners are focusing on teacher training programs to better understand how
to ensure that graduates are adequately equipped to teach all types of learners and to reduce
turnover rates in school districts (Ludwig, Kirshstein, & Sidana, 2010). Studies (;Mavrotheris &
Prodromou , 2016) emphasized the need for curriculum revisions to incorporate digital
pedagogy, online teaching methods, and assessment strategies. These changes aimed to equip
pre-service teachers with the necessary skills and competencies for effective online instruction.
Effective mentors serve as role models for student instructors, demonstrating instructional
techniques and providing specific examples of what works and what doesn't, as stated by Moir
(2009). Despite the supervision of mentor teachers, student instructors may hesitate to take the
initiative to teach more frequently due to a lack of self-confidence and classroom management
abilities (Kurti & Saqipi, 2020).
 In conclusion, this research review provides a comprehensive understanding of the level
of readiness among pre-service teachers in the Philippines, examining the historical context,
describing readiness levels, discussing assessment scope and instruments, and identifying factors
affecting the challenges they face. It also showcases the multifaceted challenges faced by pre-
service teachers in the Philippines following the transition to online classes. It underscores the
importance of addressing technological competency, pedagogical skills, student engagement, and
classroom management in the online teaching environment. The findings can guide policy-
makers, teacher education institutions, and stakeholders in implementing targeted interventions
and support systems to enhance the readiness of pre-service teachers in the Philippine education
system. Further research is encouraged to explore the long-term effects of the pandemic on pre-
service teacher education and identify sustainable strategies to enhance their readiness in the
post-pandemic era.

References:

1. Afalla, B. (2020, May 30). Pre-Service Teachers’ Pedagogical Competence and Teaching
Efficiency. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3655150
2. Agopian, T. (2022). Online Instruction during the Covid-19 Pandemic: Creating a
21st Century Community of Learners through Social Constructivism. The Clearing
House: A Journal of Educational Strategies, Issues and Ideas, 95(2), 85–
89. https://doi.org/10.1080/00098655.2021.2014774
3. Alchin, C. (2019). Quality Practices for Career Readiness for Pre-service Teachers. In:
Peters, M. (eds) Encyclopedia of Teacher Education. Springer, Singapore.
https://doi.org/10.1007/978-981-13-1179-6_212-1
4. Batugal, M. L. C. (2019). Challenges and Preparedness of Pre-Service Teachers in a
Globally Competitive Work Force. World Journal of Educational
Research. https://doi.org/10.22158/wjer.v6n1p106
5. Bentley-Williams, R., & Morgan, J. E. (2013). Inclusive education: pre-service teachers’
reflexive learning on diversity and their challenging role. Asia-pacific Journal of Teacher
Education, 41(2), 173–185. https://doi.org/10.1080/1359866x.2013.777024
6. Besser, A., Flett, G. L., & Zeigler-Hill, V. (2022). Adaptability to a sudden transition to
online learning during the COVID-19 pandemic: Understanding the challenges for
students.Scholarship of Teaching and Learning in Psychology, 8(2), 85–105.
https://doi.org/10.1037/stl0000198
7. Chorrojprasert, L. (2020). Learner Readiness – Why and How Should They Be Ready?
Language Education and Acquisition Research Network Journal, 13(1), 268-274.
8. Egede, B. A. (2021). An Assessment of Final Year Pre-Service Teachers’ Readiness to
Use ICT to Teach Implication for COVID-19 Education Response. Frontiers in
Education Technology, 4(1), p66. https://doi.org/10.22158/fet.v4n1p66
9. Ekici, D. I. (2018). Development of pre-service teachers’ teaching self-efficacy beliefs
through an online community of practice. Asia Pacific Education Review, 19(1), 27–
40. https://doi.org/10.1007/s12564-017-9511-8
10. Gatti, L., & Catalano, T. (2015). The business of learning to teach: A critical metaphor
analysis of one teacher's journey. Teaching and Teacher Education, 45, 149-160
11. Hennissen, P., Crasborn, F., Brouwer, N., Korthagen, F. a. J., & Bergen, T. C. (2011).
Clarifying pre-service teacher perceptions of mentor teachers’ developing use of
mentoring skills. Teaching and Teacher Education, 27(6), 1049–
1058. https://doi.org/10.1016/j.tate.2011.03.009
12. Hill, J. B. (2021). Pre-Service Teacher Experiences during COVID 19: Exploring the
Uncertainties between Clinical Practice and Distance Learning. Journal of Practical
Studies in Education, 2(2), 1–13. https://doi.org/10.46809/jpse.v2i2.18
13. Kihwele, J. E., & Mtandi, R. (2020). Impact of Teaching Practice on Pre-Service
Teachers’ Pedagogical Competencies in Tanzania. East African Journal of Education and
Social Sciences, 1(1), 101–111. https://doi.org/10.46606/eajess2020v01i01.0011
14. Koc, M. (n.d.). A Needs Assessment Survey to Investigate Pre-Service Teachers’
Knowledge, Experiences and Perceptions about Preparation to Using Educational
Technologies. https://eric.ed.gov/?id=EJ875758
15. Meletiou-Mavrotheris, M., & Prodromou, T. (2016). Pre-Service Teacher Training on
Game-Enhanced Mathematics Teaching and Learning. Technology, Knowledge, and
Learning, 21(3), 379–399. https://doi.org/10.1007/s10758-016-9275-y
16. Mansfield, C. F., Beltman, S., Broadley, T., & Weatherby-Fell, N. (2016). Building
resilience in teacher education: An evidenced informed framework. Teaching and
Teacher Education, 54, 77–87. https://doi.org/10.1016/j.tate.2015.11.016.
17. Moody, J. (2009). Key elements in a positive practicum: insights from Australian post-
primary pre-service teachers. Irish Educational
Studies. https://doi.org/10.1080/03323310902884219
18. Napanoy, J. B., Gayagay, G., & Tuazon, J. (2021). Difficulties Encountered by Pre-
service Teachers: Basis of a Pre-service Training Program. Universal Journal of
Educational Research, 9(2), 342–349. https://doi.org/10.13189/ujer.2021.090210
19. Nikoçeviq-Kurti, E. (2021). FOSTERING STUDENT TEACHERS’ SELF-EFFICACY
AND PROFESSIONAL IDENTITY THROUGH VICARIOUS
EXPERIENCES. . . ResearchGate
. https://www.researchgate.net/publication/361665989_FOSTERING_STUDENT_TEAC
HERS'_SELF-
EFFICACY_AND_PROFESSIONAL_IDENTITY_THROUGH_VICARIOUS_EXPERI
ENCES_International_Journal_of_Education_and_Psychology_in_the_Community
20. Rodriguez, M. T. M. (2017). Readiness and Preparation of Pre-Service Teachers on the K
to
Program. Lspu. https://www.academia.edu/30870039/Readiness_and_Preparation_of_Pre
_Service_Teachers_on_the_K_to_12_Program
21. Silva, R. R., Farias, C., & Mesquita, I. (2021). Challenges faced by preservice and novice
teachers in implementing student-centred models: A systematic review. European
Physical Education Review, 27(4), 798–816. https://doi.org/10.1177/1356336x21995216
22. Ulla, M. B. (2016). Pre-service teacher training programs in the Philippines: The student-
teachers practicum teaching experience. EFL journal, 1(3), 235-250. (PDF) Pre-service
Teacher Training Programs in the Philippines: The Student-teachers Practicum Teaching
Experience (researchgate.net)
23. Ituma, A. (2011). An evaluation of students’ perceptions and engagement with e-learning
components in a campus based university. Active Learning in Higher Education, 12(1),
57- 68.
24. Bates, A. W. (2015). Teaching in a digital age: Guidelines for designing teaching and
learning. BCcampus.
25. Valli, P., Perkkilä, P., & Valli, R. (2014). Adult pre-service teachers applying 21st century
skills in the practice. Athens Journal of Education, 1(2).
26. Valtonen, T., Sointu, E., Kukkonen, J., Kontkanen, S., Lambert, M. C., & Mäkitalo-Siegl,
K. (2017). TPACK updated to measure pre-service teachers’ twenty-first century skills.
Australasian Journal of Educational Technology, 33(3)

27. Zeichner, K. (2014). The politics of learning to teach from experience. In Learning
teaching from experience: Multiple perspectives and international contexts (pp. 257–
268). Springer Nature: Singapore.

28. Chong, S., Low E. L., & Goh K. C. (2011). Developing Student Teachers’ Professional
Identities - An Exploratory Study. International Education Studies, 4(1). 30-38.
29. Ludwig, M., Kirshstein, R., & Sidana, A. (2010). An emerging picture of teacher
preparation pipeline. Paper presented at the Annual Conference of the American
Association of Colleges for Teacher Education, Washington, DC.
30. Kurti, N. E., & Saqipi, B. (2020). Exploring the contribution of mentor’s feedback on
development of student-teacher’s lesson planning skills and instructional strategies. In J.
Vogrinc & I. Devetak (Eds.). Contemporary topics in education IV (pp. 179-194).
University of Ljubljana: Faculty of Education.