Effect of Theoretical Orientation of Prospective Teacher on their Preparedness for Students’ Learning

The study of educational theories directly and necessarily is related to the process of education, and the human dimension serves as its foundation therefore theoretical orientation of prospective teacher influenced their teaching attitude hence their behaviors tremendously. This study identified the effect of theoretical orientation of prospective teacher on their preparedness for students’ learning. By using a qualitative, phenomenological approach, data was collected through self-developed structured interviews with 10 prospective teachers who enrolled at two public universities in Lahore district. Homogeneous random sampling technique was used and five participants were chosen from final semester of teaching degrees. Through a structured questionnaire, interviews were conducted face to face. The recording ensured accurate documentation of statements through transcription and analysis. Thematic analysis was done to identify themes and patterns to address the research question. Specific barriers included managing diverse classrooms and a lack of practical training during teacher education programs. Most of the prospective teachers shared their practice teaching experience and expressed the gap between theoretical content and actual practices due to the lack of resources and fine techniques to tackle students. Recommendations for improvement included integrating experiences and leveraging modern technologies to enhance engagement and learning outcomes.